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[ "", "A statue in the courtyard of the school commemorates the cadets of Polytechnique rushing to the defence of Paris in 1814. A copy was installed in West Point.", "The chemistry auditorium in the old building in the Quartier Latin, photographed by Jules David in 1904", "Pediment of historical buildings, rue Descartes in Paris", "Historical entrance of the École Polytechnique Paris' campus at the junction of the rue de la Montagne Saint-Genevieve and rue Descartes", "Polytechnique flag guard on Bastille Day Military Parade 2010", "Benoît Mandelbrot during his speech at the ceremony when he was made an officer of the Legion of Honour on 11 September 2006, at the École polytechnique", "Foreign students of the École", "Students wearing the uniform of Polytechnique", "Aerial view of the École polytechnique campus", "", "", "", "", "", "" ]

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[ "The École Polytechnique (French: l'École polytechnique, commonly known as Polytechnique or l'X [liks]) is one of the 204 French engineering schools accredited as of 1ˢᵗ September 2020 to award an diplôme d'ingénieur. It is one of the most prestigious and selective grandes écoles in France. It is also along with l'École spéciale militaire de Saint-Cyr, l'École de l'air, l'ENSTA Bretagne, l'École des officiers de la Gendarmerie nationale, l'École navale and l'École de santé des armées — one of the seven major French military schools. It is a French public institution of higher education and research in Palaiseau, a suburb south of Paris. The school is a constituent member of the Polytechnic Institute of Paris.\nThe school was established in 1794 by the mathematician Gaspard Monge during the French Revolution, and it was once previously a military academy under Napoleon I in 1804. The institution is still supervised by the French Ministry of Defence. Initially located in the Quartier Latin of central Paris, the establishment's main buildings were moved in 1976 to Palaiseau on the Plateau de Saclay, southwest of Paris.\nAmong its alumni are three Nobel prize winners, one Fields Medalist, three Presidents of France and many CEOs of French and international companies. It is ranked 87th by Times Higher Education World University Rankings 2021 and second in their world's best small universities 2020. Its parent university, the Polytechnic Institute of Paris, is ranked 49th in QS World University Rankings 2022.\nEnjoying great prestige in higher education in France, the École Polytechnique is often associated with selectivity and academic excellence, but also with elitism and technocracy which have been sources of criticism since its creation. In the popular imagination, the School is associated with certain symbols such as the student uniform or the Bicorne.", "", "After the Revolution of 1789, the various royal schools of engineers were closed. Jacques-Élie Lamblardie, Gaspard Monge and Lazare Carnot, founding fathers of the School, were entrusted with the mission of organizing a new “École Centrale des Travaux Publics”(Central School of Public Works), officially created on 7 Vendémiaire Year III (September 28, 1794) and opened its doors to students on the of 1ˢᵗ of Nivôse, Year III (December 21, 1794). The school's purpose was to train engineers, both civilian and military. The School rapidly erolled 400 students at different levels and in the first three months \"revolutionary courses\" were taught in physics, mathematics and chemistry, after that they were examined. The examinations determined whether they could enter state service right away or, they have to study for another one or two years depending on their abilities. The school was renamed to \"École Polytechnique\" a year later. The neologism “polytechnique” is a word composed of \"poly\" meaning \"many\", and \"technique\" which symbolizes the plurality of techniques taught in the School, the name change reflected the School's change of purpose to that of a preparatory school for the other specialist Schools like École du génie, the École des mines, École des ponts et chaussées and the curriculum was changed to 3 years with \"regular courses\" replacing \"revolutionary courses\". The annual enrolment of students was lowered to 120. The school came under the administration of the Ministries of War and Interior. A Journal Polytechnique ( former name of \"Journal de l’École polytechnique\" ) was established in 1795. In 1799, the course was reduced from three years to two years. \nIn 1805, Emperor Napoléon I moved the École to Montagne Sainte-Geneviève, in the Quartier Latin of central Paris, as a military academy and gave it its motto Pour la Patrie, les Sciences et la Gloire (For the Nation, Science, and Glory). In 1804, after the militarization of the school, its atmosphere changed substantially, from rather free-wheeling to meticulously bureaucratic. The militarization was driven by Napoleon's favorable appreciation of the polytechnicians' (students and graduates of the school) contribution to the Egyptian expedition and his admiration for Monge and Laplace, he had long maintained a deep interest in this school. The militarization was coupled with a specialization of teaching towards mathematics. \nIn 1814, students took part in fighting to defend Paris from the Sixth Coalition. After the restoration, in 1816 some modifications were made, the annual enrollment was reduced to around seventy-five students. In the curriculum the courses in analysis and mechanics were to run consecutively within each academic year, taught by the same professeur(professor), and the course in 'military arts' was abolished. In 1817, École polytechnique was reorganized by an order from king Louis XVIII. The school lost its military status and was placed under the Ministry of the Interior. In 1830, fifty students participated in the July Revolution. Various decrees were issued until 1832. The most significant change was that the school fell entirely under the administration of the Ministry of War, thus regaining its military status. Republican ideals prevaded the School as seen in the particularly active participation of polytechnicians in the revolutions of 1830 and 1848.", "The takeover of the School by the military authorities, but also the evolution of the tensions between revolutionary ideals and the service of the State explains the vanishing of the ideals from 1851 onwards, the Polytechnicians were alongside the Versaillese during the crushing of the Paris Commune in 1871 (also, during 1871-1872 the number of students admitted per year was increased from 140 to 280). The main motive of the Polytechnicians was to strengthen their position in the spheres of power as a compensation for the loss of domination in the technical field. While they might have gone into an engineering profession associated with industry, the Polytechnicians to strengthened their sovereign vocation by joining the “state nobility” under the Second French Empire, whose origins, interests and convictions were gradually shared. The years 1860-1870 mark an important evolution as the School becomes more of a \"conservatory of sciences\" than a centre for research and ceases to be a center of innovation while extending its grip on the management of industrial apparatus.", "During the First World War, students were mobilised and the school building was transformed into a hospital. No national entrance exam was organized in 1915. More than eight hundred students died during the war. In 1921, Students of foreign nationalities are allowed to take the entrance exam for the first time. During the Second World War, the École Polytechnique was moved to Lyon in the free zone and loses its military status and its buildings in paris were given to the redcross. More than four hundred students died during that war (Free French, French Resistance, Nazi camps).", "In 1944 the school is again put under the administration of the Ministry of War. In 1970, the École became a state-supported civilian institution under the auspices of the Ministry of Defence. The first female students were admitted in 1972. One woman, Anne Chopinet, was class valedictorian. In 1976, the École moved from central Paris to Palaiseau in the southern suburbs. In 1985, it started awarding PhD degrees. In 1994, celebration of the bicentennial was chaired by President François Mitterrand. In 1995, a new entrance exam is established for international students and in the year 2000, the Ingénieur Polytechnicien program is extended from 3 to 4 years.", "", "In 1794, École Polytechnique was initially hosted in the Palais Bourbon. One year later, it moved to Hôtel de Lassay, an hôtel particulier in the 7th arrondissement of Paris.", "Napoléon moved École Polytechnique to the Quartier Latin in 1805 in the former premises of the colleges of Navarre, Tournai and Boncourt, today the Ministry of Higher Education and Research, when he set the school under a military administration. The Paris campus was near the Panthéon, in Descartes Street, 5. It was nicknamed \"Carva\" by the students.", "Located in the outskirts of Paris – approximately 14 km (9 mi) from the city centre – École Polytechnique is a campus-based institution. It offers teaching facilities, student housing, food services and hospitality and a range of sports facilities dedicated to the 4,600 people who live on campus.\nThe nearest regional train station is Lozère (line B, in zone 4 of the RER network). A number of buses also connect the École Polytechnique with the larger RER station Massy-Palaiseau and the TGV station Massy TGV.\nThe campus is close to other scientific institutions in Saclay (Commissariat à l'énergie atomique et aux énergies alternatives), Orsay (Université Paris-Sud) and Bures (Institut des hautes études scientifiques and some Centre national de la recherche scientifique labs).", "", "École Polytechnique is a higher education establishment running under the supervision of the French Ministry of Defence, through the General Directorate for Armament (administratively speaking, it is a national public establishment of an administrative character). It has a double status, being both an engineering school that trains civilian engineers and scientists, but also officers for the three French armies. These two components are part of the same project to provide the French state with a scientific and technical elite. These two components, formation of civil servants and officers, have weakened since 1950—nowadays only 10–20 % of the school students take place in the ranks of the administration or the army (whereas 20% go into research and the rest in engineering or management jobs).\nIt is headed by a general officer (as of 2012, by a General engineer of Armament, whereas previous directors were generally Army generals), and employs military personnel in executive, administrative and sport training positions. Both male and female French undergraduate polytechniciens are regular officers and have to go through a period of military training before the start of studies.\nHowever, the military aspects of the school have lessened with time, with a reduced period of preliminary military training, and fewer and fewer students pursuing careers as military officers after leaving the school. On special occasions, such as the military parade on the Champs-Élysées on Bastille Day, the polytechniciens wear the 19th-century-style grand uniform, with the bicorne, or cocked hat, but students have not typically worn a uniform on campus since the elimination of the 'internal uniform' in the mid-1980s. The students also wear grand uniform in day-use for special events on the campus, such as important conferences, formal events, or important lessons.", "École Polytechnique has a combined undergraduate-graduate general engineering teaching curriculum as well as a graduate school. In addition to the faculty coming from its local laboratories, it employs many researchers and professors from other institutions, including laboratories such as CNRS, CEA, and INRIA, as well as École Normale Supérieure and nearby institutions such as the École Supérieure d'Électricité (Supélec), the Institut d'Optique or the Université Paris-Sud, creating a varied and high-level teaching environment.\nContrary to French public universities, the teaching staff at École Polytechnique are not civil servants (fonctionnaires) but contract employees operating under regulations different from those governing university professors. An originality of École Polytechnique is that, in addition to full-time teaching staff (exercice complet), who do research at the École in addition to a full teaching service, there are part-time teaching staff (exercice incomplet) who do not do research on behalf of the École and carry only a partial teaching load. Part-time teaching staff are often recruited from research institutions (CNRS, CEA, INRIA, etc.) operating inside the École campus, in the Paris region, or even sometimes elsewhere in France.", "", "The program awards the prestigious diplôme d'ingénieur degree, and is selective upon entry. The subjects are often including advanced topics beyond one's specialty, and the course is centered around a generalized education for cross fertilization purposes between different fields.\nIn addition to the 2000 polytechnic engineer students (yearly class size of 500), the institution has about 439 master students and 572 doctoral students, for a total enrollment of 2,900.", "The undergraduate admission to Polytechnique in the polytechnicien cycle is made via two ways. The first pathway is through a highly selective competitive exam which requires at least two years of intensive preparation after high school in classes préparatoires. The second pathway is through following undergraduate study at another university. Admission includes a week of written examinations during the spring followed by oral examinations that are handled in batches over the summer.\nAbout 400 French nationals are admitted to the school each year. Foreign students who have followed a classe préparatoire curriculum (generally, French residents or students from former French colonies in Africa) can also enter through the same competitive exam (they are known as \"EV1\"). Other foreign students can also apply for the polytechnicien cycle through a \"second track\" (\"EV2\") following undergraduate studies. In total, there are about 100 foreign students admitted to this cycle each year. \nForeign students from other universities in Europe or the USA may also be accepted to study undergraduate courses as an exchange program at polytechnique for a semester or one year, without being part of the polytechnicien cycle.", "Four years of study are required for the engineering degree: one year of military service (for French nationals only) and scientific \"common curriculum\" (eight months and four months, respectively), one year of multidisciplinary studies, and one year of specialized studies (\"majors\"). With the X2000 reform, a fourth year of studies in an institution other than Polytechnique was introduced.\nFirst year\nThe curriculum begins with eight months of compulsory military service for students of French nationality. In the past, this service lasted 12 months and was compulsory for all French students; the suppression of the draft in France made this requirement of Polytechnique somewhat anachronistic, and the service was recast as a period of \"human and military formation\". All the French students spend one month together in La Courtine in a military training center. By the end of this month, they are assigned either to a civilian service or to the Army, Navy, Air Force or Gendarmerie. Students who are assigned to a military service complete a two-month military training in French officer schools such as Saint-Cyr or École Navale. Finally, they are spread out over a wide range of units for a five-month assignment to a French military unit (which can include, but is not limited to, infantry and artillery regiments, naval ships and air bases).\nWhile French students stay under military status during their studies at Polytechnique, and participate in a variety of ceremonies and other military events, for example national ceremonies, such as those of Bastille Day or anniversaries of the armistices of the World Wars, they do not undergo military training per se after having completed their service in the first year. They receive at the end of the first year the full dress uniform, which comprises black trousers with a red stripe (a skirt for females), a coat with brass buttons and a belt, a small sword and a cocked hat (officially called a bicorne). Francophone foreign students do a civilian service. Civilian service can, for instance, consist of being an assistant in a high school in a disadvantaged French suburb.\nThen, a four-month period begins in which all students take the same five courses: Mathematics, Applied Mathematics, Physics, Computer Science and Economics.\nSecond year\nThe second year is a year of multidisciplinary studies. The set of disciplines spans most areas of science (mathematics, applied mathematics, mechanics, computing science, biology, physics, chemistry, economics) and some areas in the humanities (foreign languages, general humanities...). Students have to choose twelve courses in at least five different disciplines.\nThird year\nIn the third year, students have to choose an in-depth program (programme d'approfondissement), which often focuses on a discipline or sometimes an interdisciplinary subject. This year is ended by a research internship (four to six months). Students also obtain a Master of Engineering, Science, and Technology degree in their third year.\nFourth year\nThe fourth year is the beginning of more specialized studies: students not entering a Corps de l'État must join either a Master's program, a doctorate program, another ParisTech college or institute such as the École des mines de Paris or ENSAE, or a specialization institute such as Supaéro in Toulouse or ENSPM in Rueil-Malmaison. The reason for this is that the generic education given at Polytechnique is more focused on developing thinking skills than preparing for the transition to an actual engineering occupation, which requires further technical education.", "Grades of the second year of the curriculum are used to rank the students. Traditionally, this individual exit ranking had a very high importance for French students in École Polytechnique, and some peculiarities of the organizations of studies and grading can be traced to the need for a fair playing ground between students.\nFor French nationals, this ranking is actually part of a government recruitment program: a certain number of seats in civil or military Corps, including elite civil servant Corps such as the Corps des Mines or Corps of Bridges, Waters and Forests, are open to the student body each year. These specific civil servant corps, that provide the top managers of public administration, are only opened to École Polytechnique students (and recently very few students from Ecole Normale Supérieure). At some point during their course of study, students specify a list of Corps that they would like to enter in order of preference, and they are enrolled into the highest one according to their ranking. The next stepping stone for these French graduates in Polytechnique, or polytechniciens, on this path is to enter one of four technical civil service training schools: the École des mines, the École des ponts et chaussées, the Télécom ParisTech, the ENSTA Paris or the ENSAE, thus joining one of the civil service bodies known as the grands corps techniques de l'État. Those who pursue this path are known as X-Mines, X-Ponts, X-Télécoms and X-INSEE, respectively, with the X prefix, for École Polytechnique, identifying them as the most particularly top qualified elite members of Corps among all other graduates of the École Polytechnique.\nSince the X2000 reform, the importance of the ranking has lessened. Except for the Corps curricula, universities and schools where the Polytechniciens complete their educations now base their acceptance decisions on transcripts of all grades.\nOf the 47% of graduates which decide to pursue a professional career in the private sector, the majority (58%) is based in the Greater Paris area, 8% in the rest of France, while 34% is based outside of France. Only 12% of the cohort works under a non-French work contract. École Polytechnique students earn on average €44,000 a year after graduation.", "For French nationals who gain admission to École Polytechnique, tuition is free as long as the full curriculum is completed, and additional monetary allowance is received throughout the school years at the level of a reserve officer in training. French students, through the student board (Caisse des élèves or Kès), can redistribute a part of this money to foreign students.\nThere is no particular financial obligation for students following the curriculum, and then entering an application school or graduate program that École Polytechnique approves of.", "The Bachelor is a three-year program fully taught in English which opened in 2017. Either French nationals or international students are eligible. Applications are opened to final year high school students. Selection is made through an online application file and an oral interview. During the first year of the programme, students follow a pluridisciplinary curriculum based on mathematics.", "École Polytechnique organizes various Master's programs (which are more specialized training programs as compared to the Polytechnien Engineer program), by itself or in association with other schools and universities (in the Paris region, École Normale Supérieure, Université Paris-Sud, Université Paris VI, École Supérieure d'Électricité (Supélec), other member institutions of ParisTech, Toulouse area and foreign partner universities) on a wide variety of topics. Previous Polytechnicien undergraduates make up about one half of the students. The following Master's programs are offered:\nApplied Mathematics (Mathematics and Modelling – Probability Theory and Finance – Probability Theory and Random Models)\nChemistry (Molecular Chemistry)\nComplex Information Systems (Design and Management of Complex Information Systems)\nComputer Science (Fundamental Computer Science)\nEconomics (Quantitative Economics & Finance [M1] – Economic Analysis and Policy – Economics of Energy, Environment, Sustainable Development – Economics of Markets and Organizations)\nElectrical Engineering\nMathematics (Analysis, Arithmetic and Geometry)\nMechanics (Multiscales and Multiphysics Modeling of Materials and Structures – Materials and Structural Mechanics – Sustainable Building Materials – Fluid Mechanics: Fundamentals and Applications – Oceans, Atmosphere, Climate, Space Observations)\nMolecular and Cellular Biology (Structural and Functional Engineering of Biomolecules)\nPhysics and Applications (Fundamental Concepts in Physics: Theoretical, Quantum, Solid State, Liquid & Soft Matter Physics – Optics, Matter and Plasmas – Materials Science and Nano-Objects – Fusion Sciences – Quantum Devices – Nanosciences – High Energy Physics)\nSciences, Technologies, Society (Project, Innovation, Conception – Network Industry and Digital Economy – LoPHiSS/Science of Cognition & Complex Systems)\nÉcole Polytechnique also takes part in two degrees awarded by ParisTech:\nNuclear Energy\nTransportation and Sustainable Development: Master ParisTech – Fondation Renault\nMost master courses are taught in English.", "The school also has a doctoral program open to students with a master's degree or equivalent. Doctoral students generally work in the laboratories of the school; they may also work in external institutes or establishments that cannot, or will not, grant doctorates.\nAbout 40% of doctoral students come from abroad.", "École Polytechnique has many research laboratories operating in various scientific fields (physics, mathematics, computer science, economics, chemistry, biology, etc.), most operated in association with national scientific institutions such as CNRS, CEA, Inserm, and Inria.", "", "Students are represented by a board of 16 students known as \"la Kès\", elected each November. La Kès manages the relationships with teachers, management, alumni and partners. It publishes a weekly students paper, InfoKès.", "Sports are a large part of the X life, as it is required for all students (except those in exchange programs) to do 6 hours of sport a week. There are competitive sports and club sports ranging from parachuting and judo to circus or hiking. There are two swimming pools, dojo and fencing rooms, and an equestrian centre on campus. The \"Jumping de l'X\" is an international jumping competition hosted by the school.", "Many École Polytechnique graduates occupy prominent positions in government, industry, and research in France. Among its alumni are three Nobel prizes winners, three presidents of France and several leaders in business and industries. Researchers at the French National Centre for Scientific Research have found that most business executives in France have traditionally been alumni of the École Polytechnique.", "", "In international rankings, the École Polytechnique is ranked 61st worldwide by the QS World University Rankings 2021, and 93rd worldwide by the Times Higher Education World University Rankings 2020. The Academic Ranking of World Universities, also known as the Shanghai Rankings, places École Polytechnique in 2019 at 301–400th worldwide, and 14–19 in France. In 2020, the U.S. News & World Report Best Global University Ranking ranked the École Polytechnique at 342th in the world and 148th in Europe with its \"Engineering Subjects\" placed at 451th globally.", "In 2020, the Performance Ranking of Scientific Papers for World Universities ranked the university at 475th globally with its \"Engineering Subjects\" placed at 451–500th in the world. In 2020, it is ranked 509th in the world by the University Ranking by Academic Performance.", "In the 2015 Times Higher Education Small Universities Rankings, École Polytechnique ranks third, after Caltech and École normale supérieure (Paris).\nThe Mines ParisTech : Professional Ranking World Universities, which looks at the education of the Fortune 500 CEOs, ranks École Polytechnique seventh in the world in its 2011 ranking (1st being Harvard University), second among French institutions behind HEC Paris.", "French grandes écoles, including École Polytechnique, are criticized for being \"elitist\" and therefore lacking diversity within its students' cohorts. In particular, the INSEE has found that children of parents who work in the national education or are directors are more likely to join the écoles than children of families with lower incomes. A more recent report found that children of white-collar workers are 50 times more likely to be at Ecole polytechnique than children of blue-collar workers.", "", "Grandes écoles\nHigher education in France\nLULI", "\"Study at École Polytechnique\". École Polytechnique.\n\"Applications for the Bachelor program open on November 25th\". École Polytechnique.\n\"Arrêté du 25 février 2021 fixant la liste des écoles accréditées à délivrer un titre d'ingénieur diplômé - Légifrance\". archive.wikiwix.com. Retrieved 29 May 2022.\nThe management of the École Polytechnique is civil ( EPSCP ), but the École still constitutes a battalion and the French students in the engineering cycle have military status. In addition, upon leaving the École Polytechnique, future armament engineers — known as student engineers — complete their training in an application school. Those of the students who wish to enter the French Armed Forces join an Army application school or one of the schools listed below depending on the army they have chosen to incorporate.\nMichel Nusimovici, Les écoles de l'an III, 2010.\n\"École Polytechnique – History and heritage\". École Polytechnique. Retrieved 2 November 2013.\nBecquerel, Allais and Tirole.\nJean-Christophe Yoccoz (1994) ; Yoccoz was not a student at Polytechnique because he chose to be educated at École Normale Supérieure (1975-1979), but he completed his Ph.D. under Michael Herman in 1985 in the Centre de mathématiques Laurent Schwartz of École Polytechnique, a research centre which had been created by another Field medalist and a professor at Polytechnique : Laurent Schwartz.\nSadi Carnot (who was the nephew of Carnot the physicist and the grandson of Carnot the École founder), Lebrun and Giscard.\nTimes Higher Education - The world's best small universities 2020, 20 January 2021, archived from the original on 6 June 2021, retrieved 28 July 2021\nÉcole Polytechnique - THE World University Rankings, 20 January 2021, archived from the original on 28 July 2021, retrieved 28 July 2021\nInstitut Polytechnique de Paris - QS Top Universities, archived from the original on 28 July 2021, retrieved 28 July 2021\nGrattan-Guinness, Ivor (1 March 2005). \"The \"Ecole Polytechnique\", 1794-1850: Differences over Educational Purpose and Teaching Practice\". The American Mathematical Monthly. 112 (3): 233. doi:10.2307/30037440. ISSN 0002-9890.\nStein, Henri (1889). \"Recherches sur les débuts de l'imprimerie à Provins\". Bibliothèque de l'école des chartes. 50 (1): 218–228. doi:10.3406/bec.1889.447566. ISSN 0373-6237.\nLangins, Janis (1991). \"La préhistoire de l'Ecole polytechnique\". Revue d'histoire des sciences. 44 (1): 61–89. ISSN 0151-4105.\nCapecchi, Danilo; Ruta, Giuseppe (1 January 2014). \"European polytechnic schools in nineteenth century and Karlsruhe's exemplary case\". Meccanica. 49 (1): 13–21. doi:10.1007/s11012-013-9866-9. ISSN 1572-9648.\n\"1794-1804: Revolution and Napoleonic Period\". École polytechnique. Retrieved 28 May 2022.\n\"Journal de l'École Polytechnique\". jep.centre-mersenne.org. Retrieved 29 May 2022.\n\"19th century: thrust into the upheaval of the times\". École polytechnique. Retrieved 28 May 2022.\nChappey, Jean-Luc (1 September 2004). \"La Formation d'une technocratie. L'École polytechnique et ses élèves de la Révolution au Second Empire\". Annales historiques de la Révolution française (in French) (337): 223–227. doi:10.4000/ahrf.1564. ISSN 0003-4436.\nOrganisation de l'Ecole Polytechnique. Ordonnance du 13 novembre 1830, Mon. univ. (15 November 1830) 1465-1466; also in Le globe (18 November 1830) 1085-1086 [with editorial remarks]; also in J. gén. civil 10 (1831) 87-97.\nChappey, Jean-Luc (1 September 2004). \"La Formation d'une technocratie. L'École polytechnique et ses élèves de la Révolution au Second Empire\". Annales historiques de la Révolution française (in French) (337): 223–227. doi:10.4000/ahrf.1564. ISSN 0003-4436.\n\"20th century: wars lead to new orientations\". École polytechnique. Retrieved 31 May 2022.\n\"From 1958 to 2018\". École polytechnique. Retrieved 28 May 2022.\n\"Histoire de l'École Polytechnique\". enseignementsup-recherche.gouv.fr (in French). Retrieved 28 May 2022.\nÉcole Polytechnique – Un cadre unique. Polytechnique.edu. Retrieved on 16 June 2014.\nCode de l'éducation, L675-1\nArrêté du 12 septembre 2005 relatif à l'exercice de la tutelle du ministre de la défense sur divers organismes publics confiés à la délégation générale pour l'armement, article 1\nDécret n°96-1124 du 20 décembre 1996 relatif à l'organisation et au régime administratif et financier de l'École polytechnique\nDécret n° 2008-960 du 12 septembre 2008 fixant certaines dispositions d'ordre statutaire applicables aux élèves français de l'École polytechnique\nFirst Period : General Education, web site\nArrêté du 14 août 2001 relatif à la formation militaire et à la formation à l'exercice des responsabilités des élèves français de l'École polytechnique prévues à l'article 2 du décret n° 2000-900 du 14 septembre 2000 fixant certaines dispositions d'ordre statutaire applicables aux élèves français de l'École polytechnique\nPartners, official web site\nDécret 87-16 du 14 janvier 1987: by exception to the general rule that staff in public establishments of an administrative character are civil servants, the teaching staff of Polytechnique is hired on contracts.\nDécret n°2000-497 du 5 juin 2000 fixant les dispositions applicables aux personnels enseignants de l'École polytechnique\nThe French 'Grandes Écoles', École Poytechnique web site\nUntil 1988, the number of newly admitted French students was around 300 on a yearly basis ; and until 1952, it was between 200 and 250.\n\"An International Institute\". Ecole Polytechnique. Retrieved 2 November 2013.\nInternational Exchange Program\nIngénieur Polytechnicien Program, an English-language page from the school's website, describing the engineering degree.\n\"Ingenieur Polytechnicien\" (PDF). (5.79 MB) p. 74\n\"Top 20 des écoles d'ingénieurs qui paient le mieux à la sortie\". Les Echos. Retrieved 15 September 2019.\n\"Admissions Criteria and Procedures\".\nAdmission École Polytechnique web site\nJoly, Hervé (2012). \"Les dirigeants des grandes entreprises industrielles françaises au 20e siècle\". Vingtième Siècle. Revue d'histoire. 2 (114): 16–32. doi:10.3917/vin.114.0016.\n\"QS World University Rankings 2021\". QS official website. 17 June 2020. Retrieved 17 June 2020.\n\"Times Higher Education World University Rankings 2020\". Times Higher Education. Retrieved 17 June 2020.\n\"Academic Rankings of World Universities\". Shanghai Jiao Tong University. Retrieved 17 June 2020.\n\"Best Global Universities in the World: École Polytechnique\". US News and World Report.\n\"Ecole Polytechnique\". nturanking.csti.tw. Retrieved 22 October 2020.\n\"URAP - University Ranking by Academic Academic Performance\". www.urapcenter.org. Retrieved 22 October 2020.\nThe world’s best small universities 2016, 25 January 2016\n\"QS Top Universities 2021: Ecole Polytechnique\". QS Top Universities. Retrieved 17 June 2020.\nArchived 18 December 2008 at the Wayback Machine\nLes inégalités sociales d'accès aux grandes écoles - Insee (PDF). INSEE. Retrieved 20 June 2020.\n\"Des classes préparatoires et des grandes écoles toujours aussi fermées\". Inegalites. Retrieved 20 June 2020.", "Clark, Burton R. (1993). The Research Foundations of Graduate Education: Germany, Britain, France, United States, Japan. University of California Press. p. 412. ISBN 978-0-520-07997-7.\nGillispie, Charles C. (2004). Science and Polity in France, the Revolutionary and Napoleonic Years. Princeton Universitv Press. ISBN 978-0-691-11541-2.\nGrattan-Guinness, Ivor (March 2005). \"The \"Ecole Polytechnique\", 1794–1850: Differences over Educational Purpose and Teaching Practice\". The American Mathematical Monthly. Vol. 112, no. 3. Published by: Mathematical Association of America. pp. 233–250. JSTOR 30037440.\n\"In France, the Heads No Longer Roll\", The New York Times, Sunday, 17 February 2008", "Official website\nOnline alumni community (in French)\nÉcole Polytechnique Scholars Program – description of the École Polytechnique on Caltech website\nPrésentation au drapeau Polytechnique" ]

[ "École polytechnique", "History", "From the founding to the revolutions of the 19th century", "The Second French Empire", "The World Wars", "From post-war to today", "Locations", "Early locations", "Montagne Saint-Geneviève (1805–1976)", "Palaiseau (from 1976)", "Organization and administration", "Specific status", "Activities and teaching staff", "Academic programs", "The 'Polytechnicien Engineer' program", "Admission", "Curriculum", "Class rank and career path", "Tuition and financial obligations", "Bachelor program", "Master's program", "Doctoral program", "Research centres", "People", "Student life", "Sports", "Notable alumni and academics", "International rankings", "General rankings", "Research performance", "Other rankings", "Criticisms", "Gallery", "See also", "References", "Bibliography", "External links" ]

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[ "Campus of EPFL", "École spéciale de Lausanne 1857", "An aerial view of the EPFL Learning Center", "The MX buildings.", "The SwissTech Convention Center.", "The Balelec Festival is a music festival organised annually at the EPFL campus.", "Solar Impulse 2 in 2014.", "The Tokamak (TCV): inner view, with the graphite-clad torus. Courtesy of SPC-EPFL", "Outside view of the Tokamak at the EPFL.", "Henry Markram, the coordinator of the Human Brain Project.", "CROCUS, the only nuclear reactor of the French-speaking part of Switzerland", "Astronaut Claude Nicollier, mission specialist representing the European Space Agency.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "" ]

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[ "The École polytechnique fédérale de Lausanne (EPFL) is a public research university located in Lausanne, Switzerland. It specializes in natural sciences and engineering. It is one of the two Swiss Federal Institutes of Technology, with three main missions: education, research and innovation. \nEPFL is part of the Domain of the Swiss Federal Institutes of Technology (ETH Domain), which is directly dependent on the Federal Department of Economic Affairs, Education and Research. In addition to EPFL, ETH Domain also includes Swiss Federal Institute of Technology in Zurich as well as several research institutes: Paul Scherrer Institute (PSI), Swiss Federal Laboratories for Materials Science and Technology (Empa), Swiss Federal Institute of Aquatic Science and Technology (Eawag), and\nSwiss Federal Institute for Forest, Snow and Landscape Research (WSL).\nIn connection with research and teaching activities, EPFL operates a nuclear reactor CROCUS, a Tokamak Fusion reactor, a Blue Gene/Q Supercomputer and P3 bio-hazard facilities.", "The roots of modern-day EPFL can be traced back to the foundation of a private school under the name École spéciale de Lausanne in 1853 at the initiative of Lois Rivier, a graduate of the École Centrale Paris and John Gay, the then professor and rector of the Académie de Lausanne. At its inception it had only 11 students and the offices was located at Rue du Valentin in Lausanne. In 1869, it became the technical department of the public Académie de Lausanne. When the Académie was reorganised and acquired the status of a university in 1890, the technical faculty changed its name to École d'ingénieurs de l'Université de Lausanne. In 1946, it was renamed the École polytechnique de l'Université de Lausanne (EPUL). In 1969, the EPUL was separated from the rest of the University of Lausanne and became a federal institute under its current name. EPFL, like ETH Zurich, is thus directly controlled by the Swiss federal government. In contrast, all other universities in Switzerland are controlled by their respective cantonal governments. Following the nomination of Patrick Aebischer as president in 2000, EPFL has started to develop into the field of life sciences. It absorbed the Swiss Institute for Experimental Cancer Research (ISREC) in 2008.\nIn 1946, there were 360 students. In 1969, EPFL had 1,400 students and 55 professors. In the past two decades the university has grown rapidly and as of 2012 roughly 14,000 people study or work on campus, about 9,300 of these being Bachelor, Master or PhD students. The environment at modern day EPFL is highly international with the school attracting students and researchers from all over the world. More than 125 countries are represented on the campus and the university has two official languages, French and English.", "Like every public university in Switzerland, EPFL is obliged to grant admission to every Swiss resident who took the maturité high-school certificate recognized by the Swiss Confederation. However, international students are required to have a final grade average of 80% or above of the maximum grade of the upper secondary school national system. As such, for Swiss students, EPFL is not selective in its undergraduate admission procedures.\nThe real selection process happens during the first year of study. This period is called the propaedeutic cycle and the students must pass a block examination of all the courses taken during the first year at the end of the cycle. If the weighted average is insufficient, a student is required to retake the entire first year of coursework if they wish to continue their studies at the school. Roughly 50% of students fail the first year of study, and many choose to drop out rather than repeat the first year. The failure rate for the cycle differs between fields, it is highest for Life Science, Physics and Electrical Engineering where only 30–40% of students pass the first year.\nFor foreign students, the selection procedure towards the undergraduate program is rather strict, and since most undergraduate courses are taught in French, foreign students must provide documentation of having acquired a level B2 proficiency as measured on the CEF scale, though C1 proficiency is recommended.\nAs at all universities in Switzerland, the academic year is divided into two semesters. The usual time till graduation is six semesters for the Bachelor of Science degree and four additional semesters for the Master of Science degree. Though only 58% of the students who manage to graduate are able to graduate within this time-period. The possibility to study abroad for one or two semesters is offered during the 3rd year of study as EPFL maintains several long-standing student exchange programs, such as the junior year engineering and science program with Carnegie Mellon University in the United States, as well as a graduate Aeronautics and Aerospace program with the ISAE in France. The final semester is dedicated to writing a thesis.\nEntrepreneurship is actively encouraged, as evident by the EPFL Innovation Park being an integral part of campus. Since 1997, 12 start-ups have been created per year on average by EPFL students and faculty. In the year 2013, a total of 105 million CHF was raised by EPFL start-ups.", "The QS World University Rankings ranks EPFL 14th in the world across all fields in their 2020/2021 ranking, whilst Times Higher Education World University Rankings ranks EPFL as the world's 19th best school for Engineering and Technology in 2020.\nEPFL typically scores high on faculty to student ratio, international outlook and scientific impact. The CWTS Leiden Ranking that \"aims to provide highly accurate measurements of the scientific impact of universities\" ranks EPFL world 13th, and 1st in Europe in the 2013 rankings for all the sciences. \nAlthough EPFL generally ranks well on measures such as citation index, international outlook and scientific impact, due to the young age and small size of the school, it tends to rank comparatively low in name-brand surveys. The Times 2017 reputation ranking where EPFL was ranked world 45th, comparatively low for EPFL.\nThe Times 100 Under 50 Rankings is a ranking of the top 100 universities in the world under 50 years old. Since EPFL in its current form was formed in 1969, it is included in this ranking, and was ranked 1st in the world for three years in a row in 2015, 2016 and 2017, and 2nd in the world in 2018 and 2019.\nTimes Higher Education also ranked EPFL as the most international university in the world two years in a row 2014 and 2015.", "The École d'ingénieurs de l'Université de Lausanne, from which EPFL in its modern-day form originates, was located in the center of Lausanne. In 1974, five years after EPFL was separated from University of Lausanne and became a federal institute under its current name, the construction of a new campus at Dorigny in Écublens, a suburb south-west of Lausanne on the shores of Lake Geneva, began. The inauguration of the first EPFL buildings of the new campus took place in 1978.\nThe EPFL campus has been evolving ever since. The first stage of development, with a total budget of 462 million Swiss francs, was completed in 1984; the second in 1990. Construction of the northern parts of campus began in 1995 with the Microtechnology building, completed in 1998, and the architecture building, completed in 2000. In 2002, the department of architecture also moved to the campus in Écublens, uniting all departments of EPFL on the same site. The latest addition to the EPFL campus is the Rolex Learning Center completed February 2010. The Rolex Learning the university includes areas for work, leisure and services and is located at the center of the campus. The campus is now being expanded with the construction of the SwissTech Convention Center inaugurated in March 2014.\nTogether with the University of Lausanne, also located in Écublens, the EPFL forms a vast campus complex at the shores of Lake Geneva with about 20,000 students, The campus is served by the Lausanne Metro Line 1 (M1) and is equipped with an electric bicycle sharing system. Since 2012, only electricity from certified hydroelectric generation is being bought by EPFL to power its campus. The university was the first campus to receive the International Sustainable Campus Excellence Award by the International Sustainable Campus Network.\nOf the 14,000 people that work and study at the École Polytechnique Fédérale de Lausanne campus, roughly 9.300 are students in either Bachelor, Master or Doctoral programs, the remaining 4,700 being administrative staff, scientists, technical staff, professors and the entrepreneurs located in the Science Park EPFL7. More than 125 nationalities are present on campus with 48% of the student population being foreign nationals.\nAlmost all of the structures are on its main campus. However, it also has branches in Neuchâtel (\"Microcity\"), in Sion (\"Pôle EPFL Valais\"), in Geneva (Campus Biotech, including the Wyss Center for Bio- and Neuro-engineering) and in Fribourg (\"Smart Living Lab\"). There is also a research centre in Ras al-Khaimah (United Arab Emirates), EPFL Middle East.", "The campus consists of about 65 buildings on 136 acres (55 ha). Built according to the growth of the school, the campus includes different types of architectures:\nLate 1970s–1980s: modularised building, used today by the Schools of Basic Sciences and Architecture, Civil and Environmental Engineering, Mechanical and Electrical Engineering\n1990s: buildings with institutes from the Schools of Engineering Sciences and Techniques, Computer and Communication Sciences, and the Scientific Park (PSE)\nModern: new buildings (2002–2004) with Microengineering, Communications and Architecture institutes, the School of Life Sciences and the College of Management.\nThe Rolex Learning Center, a new library (2010)\n2014: The SwissTech Convention Center and the \"Quartier Nord\" (convention center, student accommodation, shops...)\nThe EPFL-Pavilions building (previously Artlab), designed by Japanese architect Kengo Kuma, was opened in November 2016; it includes three spaces opened to the public. The first one hosts archives from the Montreux Jazz Festival; the second is a space for museum experimentations. The third space, named DataSquare, hosts an exposition on Big data, illustrated by two scientific projects from EPFL: the Human Brain Project and the Venice Time Machine.\nMuseums: Musée Bolo, Archizoom (EPFL).\nThe EPFL and the University of Lausanne also share an active sports centre five minutes away from EPFL, on the shores of Lake Geneva.", "Beyond its main campus, EPFL operates a network of associated campuses in Western Switzerland, often sharing these spaces with partner academic institutions and hospitals:\nFribourg: Smart Living Lab\nNeuchâtel: Microcity\nGeneva: Campus Biotech\nSion: EPFL Valais/Wallis", "The Language Centre offers language and communication modules for French, German, Italian and English (CEFR levels A1 to C2) to enable learners to participate more effectively in academic, professional and social situations in an internationalized multilingual and multicultural context. These modules are reserved for EPFL students, staff members and for their spouses.\nTandems are also organized and set up within the framework of the Tandem Program of the Faculty of Arts/EFLE of the University of Lausanne. This concept includes two people of different first languages meeting regularly to teach each other their respective language.", "", "The number of students attending studying at EPFL has been rising heavily since EPFL was formed in 1969 under its current name. In 1969 EPFL had roughly 1400 students; that number had grown to 2367 by 1982, 4302 by 1997, 9921 students in 2014, and 10,536 students at the end of 2016. Within the student body, 112 different nationalities are represented. In the period from 1982 to 2014 the female proportion of the student body has increased from 12% to 27%. The proportion of female students is lowest at the School of Computer Science and Communication (15%) and highest at the School of Life Sciences (49%).", "The school encourages the formation of associations and sports activities on campus. As of 2012 more than 79 associations exist on campus for recreational and social purposes. In addition, the school has its own monthly newspaper, Flash. Included in the 79 associations are\nAGEPoly is the Student's Association. Its purpose is to represent the EPFL's students, defend the general interests of the students and inform and consult its members on decisions of the EPFL Direction that concern them.\nThe Forum is a student association responsible for organization of the Forum EPFL. The Forum was founded in 1982 as a platform for exchange and meeting between the academic and professional communities. Today, it is one of the largest recruiting events in Europe, and the largest in Switzerland.\nUNIPOLY is the EPFL Association for Ecology, the Association works to create awareness of ecology on campus and in western Switzerland. UNIPOLY is part of the World Student Community for Sustainable Development, an international network of student organizations for sustainable development consisting of EPFL, ETH Zurich, Massachusetts Institute of Technology, University of Tokyo, University of Fort Hare, University of Nairobi, Chalmers, and University of Yaounde.", "Several music festivals are held yearly. The largest one is the Balélec Festival, organized in May each year since 1981. The festival welcomes 15,000 visitors to around 30 concerts.", "The EPFL was the birthplace of the Archimedean Oath, proposed by students in 1990. The Archimedean Oath has since spread to a number of European engineering schools. The Archimedean Oath is an ethical code of practice for engineers and technicians, similar to the Hippocratic Oath used in the medical world.", "In 2020, the student association Polyquity published numerous testimonies from students via an instagram account @payetonepfl denouncing cases of sexual, homophobic and racist harassment as well as cases of rape within the associations present on campus but also within the teaching staff. The student association denounces serious failings of the institution that is supposed to manage harassment.", "The mission of EPFL Alumni is to provide graduates of the school an international network and a strong and lasting relationship upon graduation. It offers graduates a directory of over 30,000 EPFL graduates across the globe with access reserved to alumni. It provides opportunities for meeting, training and consulting, and creates a platform for exchange and services on topics as diverse as career, expatriation, research, entrepreneurship and volunteerism. The alumni group ensures that graduates can benefit from the support of older peers by fostering opportunities to meet in Switzerland or abroad. In 2018, a new initiative was launched for alumni to mentor young graduates and prepare them for the EPFL forum event as well as their first steps in the professional world.\nEPFL Alumni has built a strong international network of chapters. They independently offer activities, conferences and outings, with financial and logistical support from EPFL Alumni.", "EPFL is the official scientific advisor of Alinghi, twice winners of the America's cup 2003 and 2007.\nSolar Impulse is a Swiss long-range solar powered aircraft project developed at EPFL, the project has now achieved the first circumnavigation of the world using only solar power.\nThe Hydroptère, is an experimental sailing hydrofoil that in 2009 broke the world speed sailing record, sustaining a speed of 52.86 knots (97.90 km/h; 60.83 mph) for 500m in 30 knots of wind\nEPFL contributed to the construction of SwissCube-1. It is the first satellite entirely built in Switzerland. It was put into orbit on 23 September 2009 by the Indian launcher PSLV.\nTo better understand the relationship between nutrition and the brain, EPFL and the Nestlé research center has signed a five-year agreement providing 5 million CHF each year for the creation of two new chairs at the EPFL Brain Mind Institute.\nLogitech and EPFL has announced the creation of the EPFL Logitech Incubator that will provide financial, educational and operational support in entrepreneurship to researchers and students.\nBreitling Orbiter 3 became the first balloon to circumnavigate the earth non-stop in March 1999. The balloon was piloted by Bertrand Piccard and Brian Jones.\nSolar Impulse 2 completed the first circumnavigation of the Earth by a piloted fixed-wing aircraft using only solar power. The plane was piloted (alternatively) by André Borschberg and Bertrand Piccard.\nThe Human Brain Project is the successor of the EPFL Blue Brain Project. The project is directed by EPFL and involves 86 institutions across Europe. The total cost is estimated at 1.190 billion euros.\nEPFL has hosted the UNESCO Chair in Technologies for Development since 2007, where notable papers are presented by experts in the field. In 2014, Mobile Financial Services in Disaster Relief: Modeling Sustainability was presented by technology analyst, David Garrity.", "EPFL is organised into eight schools, themselves formed of institutes that group research units (laboratories or chairs) around common themes:\nSchool of Basic Sciences (SB, Paul Joseph Dyson)\nInstitute of Mathematics (MATH, Victor Panaretos)\nInstitute of Chemical Sciences and Engineering (ISIC, Emsley Lyndon)\nInstitute of Physics (IPHYS, Harald Brune)\nEuropean Centre of Atomic and Molecular Computations (CECAM, Ignacio Pagonabarraga Mora)\nBernoulli Center (CIB, Nicolas Monod)\nBiomedical Imaging Research Center (CIBM, Rolf Gruetter)\nInterdisciplinary Center for Electron Microscopy (CIME, Cécile Hébert)\nMax Planck-EPFL Centre for Molecular Nanosciences and Technology (CMNT, Thomas Rizzo)\nSwiss Plasma Center (SPC, Ambrogio Fasoli)\nLaboratory of Astrophysics (LASTRO, Jean-Paul Kneib)\nSchool of Engineering (STI, Ali Sayed)\nInstitute of Electrical Engineering (IEL, Giovanni De Micheli)\nInstitute of Mechanical Engineering (IGM, Thomas Gmür)\nInstitute of Materials (IMX, Michaud Véronique)\nInstitute of Microengineering (IMT, Olivier Martin)\nInstitute of Bioengineering (IBI, Matthias Lütolf)\nSchool of Architecture, Civil and Environmental Engineering (ENAC, Claudia R. Binder)\nInstitute of Architecture\nCivil Engineering Institute\nEnvironmental Engineering Institute\nSchool of Computer and Communication Sciences (IC, Rüdiger Urbanke)\nAlgorithms & Theoretical Computer Science\nArtificial Intelligence & Machine Learning\nComputational Biology\nComputer Architecture & Integrated Systems\nData Management & Information Retrieval\nGraphics & Vision\nHuman-Computer Interaction\nInformation & Communication Theory\nNetworking\nProgramming Languages & Formal Methods\nSecurity & Cryptography\nSignal & Image Processing\nSystems\nSchool of Life Sciences (SV, Andrew Oates)\nBachelor-Master Teaching Section in Life Sciences and Technologies (SSV)\nBrain Mind Institute (BMI, Carmen Sandi)\nInstitute of Bioengineering (IBI, Melody Swartz)\nSwiss Institute for Experimental Cancer Research (ISREC, Douglas Hanahan)\nGlobal Health Institute (GHI, Bruno Lemaitre)\nTen Technology Platforms & Core Facilities (PTECH)\nCenter for Phenogenomics (CPG)\nNCCR Synaptic Bases of Mental Diseases (NCCR-SYNAPSY)\nCollege of Management of Technology (CDM)\nSwiss Finance Institute at EPFL (CDM-SFI, Damir Filipovic)\nSection of Management of Technology and Entrepreneurship (CDM-PMTE, Daniel Kuhn)\nInstitute of Technology and Public Policy (CDM-ITPP, Matthias Finger)\nInstitute of Management of Technology and Entrepreneurship (CDM-MTEI, Ralf Seifert)\nSection of Financial Engineering (CDM-IF, Julien Hugonnier)\nCollege of Humanities (CDH, Thomas David)\nHuman and social sciences teaching program (CDH-SHS, Thomas David)\nEPFL Middle East (EME, Dr. Franco Vigliotti)\nSection of Energy Management and Sustainability (MES, Prof. Maher Kayal)\nIn addition to the eight schools there are seven closely related institutions\nSwiss Cancer Centre\nCenter for Biomedical Imaging (CIBM)\nCentre for Advanced Modelling Science (CADMOS)\nÉcole cantonale d'art de Lausanne (ECAL)\nCampus Biotech\nWyss Center for Bio- and Neuro-engineering\nSwiss National Supercomputing Centre", "", "The school had directors from 1853 to 1969. In 1969, the school was separated from the rest of the University of Lausanne and became a federal institute. The presidents are:\nMaurice Cosandey (1969–1978)\nBernard Vittoz (1978 - 1992)\nJean-Claude Badoux (1992–2000)\nPatrick Aebischer (2000–2016)\nMartin Vetterli (2017-)", "Adrian Mihai Ionescu (Professor, Micro/Nano-electronics, Nanoelectronic Devices Laboratory)\nÁlvaro Siza Vieira, Portuguese architect, (Guest Professor, Architecture), Pritzker Prize 1992\nAmin Shokrollahi (Professor, Computer Science and Communication Systems and Mathematics. Best known for the invention of Raptor codes)\nAnastasia Ailamaki (Professor, database systems and applications)\nAndrea Ablasser (Assistant Professor, immunology)\nAndrew Oates (Professor, biological timing, patterning, oscillators, synchronisation)\nArjen Lenstra (Professor, cryptographic algorithms)\nBabak Falsafi (Professor, computer architecture and digital platform design)\nBernard Moret (Professor emeritus, computational phylogenetics)\nBoi Faltings (Professor, artificial intelligence)\nCarmela Troncoso (Professor, security and privacy engineering)\nClaude Nicollier (Professor, spatial technology and astronaut)\nDaniel Thalmann (Professor, Computer Science and Communication Systems, Pioneer in Virtual Humans)\nDario Floreano (Professor, intelligent systems)\nDavid Chipperfield, British architect, (Guest Professor, Architecture)\nDenis Duboule (Professor, Life Sciences)\nEdouard Bugnion (Swiss software architect and businessman, VMware cofounder)\nEdoardo Charbon (Professor, electrical engineering)\nEduardo Souto de Moura, Portuguese architect, (Guest Professor, Architecture), Pritzker Prize 2011\nFrancesco Mondada (Professor, mobile robotics)\nFriedhelm Hummel (Professor, neuroengineering)\nGeorges Meylan (Professor, astrophysics and cosmology)\nGiovanni De Micheli (Professor, integrated systems)\nGisou van der Goot (Professor, cell biology)\nHenry Markram (Professor, neurology, director of the Human Brain Project)\nHubert Girault (Professor, physical and analytical electrochemistry)\nJean-Daniel Nicoud (Professor, Computer science, inventor of the modern ball mouse)\nJacques Lévy (Professor, geography and urbanism at the School of Architecture, Civil and Environmental Engineering)\nJános Pach (Professor, Mathematics, One of the few living Mathematicians with Erdős number 1)\nJean-François Molinari (Professor, computational solid mechanics)\nJean-Pierre Hubaux (Professor, security and privacy)\nJoseph Sifakis (Professor, Computer science, Turing Award laureate)\nKaren Scrivener (Professor of Material Sciences, founder of Nanocem and inventor of LC3)\nLuigi Snozzi\nLyesse Laloui (Professor and director of Laboratory of Soil Mechanics)\nMartin Odersky (Professor, programming methods, inventor of Scala)\nMartin Vetterli (Professor in the School of Computer and Communication Sciences EPFL)\nMaryna Viazovska (Professor, Mathematician, solved the Sphere packing problem in dimension 8 and 24)\nMichael Grätzel (Professor, Photonics and Interfaces Sciences, Inventor of the dye-sensitized solar cells)\nMinh Quang Tran (Professor, physics of energy and particles)\nMurat Kunt (Professor Emeritus, former Director of the Signal Processing Laboratory)\nPascal Vitali Fua (Professor, computer vision)\nPatrick Thiran (Professor, network and systems theory)\nRaphael Zuber (Visiting Professor of architecture)\nReymond Clavel (Professor, robotics and micro engineering, inventor of the Delta robot)\nRüdiger Urbanke (Professor, coding, communications, information theory, graphical models, statistical physics for communications and computing)\nSabine Süsstrunk (Professor, images and visual representation), president of the Swiss Science Council\nSerge Vaudenay (Professor, security and cryptography)\nVictor Panaretos (Professor, mathematical statistics)\nMaryna Viazovska (Professor, number theory, awarded Fields Medal in 2022)", "Guy Berruyer (chief executive of Sage Group)\nMattia Binotto (chief technical officer of Scuderia Ferrari)\nAart de Geus (chairman, founder and CEO of Synopsys)\nGeorge de Mestral (electrical engineer, inventor of Velcro)\nEric Favre (inventor of Nespresso, the first single-serve coffee container)\nAndré Gorz (Austrian-French philosopher and economist)\nDaniel Borel (co-founder of Logitech)\nFranck Riboud (CEO of Danone)\nAndré Kudelski (CEO of Kudelski)\nJean-Daniel Nicoud (Swiss computer scientist)\nOthman Benjelloun (Moroccan businessman)\nDaniel Brélaz (Swiss Mathematician, Politician and Environmentalist)\nStefan Kudelski (Industrialist, inventor of the Nagra)\nLuc Recordon (Swiss politician)\nAndré Borschberg (businessman and pilot, founder of the Solar Impulse project)\nJacques Dubochet (winner of the 2017 Nobel Prize in Chemistry)\nGuillaume Pousaz (founder of Checkout.com)\nAlexandra Ros (German analytical chemist)", "", "", "Human Brain Project: a large 10-year scientific research project, established in 2013, coordinated by Prof. Henry Markram (EPFL) and largely funded by the European Union. It aims to provide a collaborative informatics infrastructure and first draft rodent and human whole brain models within its 10-year funding period. It includes 112 research partners in 24 countries in Europe as well as outside Europe.", "Science and technology in Switzerland\nSwiss Electromagnetics Research and Engineering Centre\nTop Industrial Managers for Europe\nGreen building on college campuses\nTechnologist, magazine published by EuroTech Universities Alliance", "\"EPFL at a glance - EPFL\". 28 May 2015. Retrieved 19 July 2015.\n\"EPFL Annual Report 2020\". EPFL.\n\"EPFL statistiques institutionnelles\". EPFL. Retrieved 18 June 2020.\n\"Colour\" (PDF). Retrieved 31 December 2019.\n\"Ecole Polytechnique Fédérale de Lausanne (EPFL)\".\n\"Presentation & Information EPFL\". EPFL. Retrieved 31 October 2017.\n\"École polytechnique fédérale de Lausanne EPFL\".\n\"Crocus – Forschungsreaktor der Eidgenössischen Technischen Hochschule Lausanne (EPFL)\".\n\"Shaping the Future of Fusion\". 27 May 2013.\n\"IBM BlueGene supercomputer\".\n\"About École Polytechnique Fédérale de Lausanne\".\n\"Failure statistics - SAE\". 26 July 2013. Retrieved 19 July 2015.\n\"Archived copy\" (PDF). Archived from the original (PDF) on 28 May 2016. Retrieved 6 May 2015.\n\"Academic Ranking of World Universities 2021\". ShanghaiRanking. Retrieved 24 November 2021.\n\"QS World University Rankings 2021\". Top Universities. Retrieved 24 November 2020.\n\"World University Rankings 2020 - ETH Zurich\". Times Higher Education. Retrieved 3 May 2020.\n\"U.S. News Education: Best Global Universities 2019 - Swiss Federal Institute of Technology Zurich\". Retrieved 3 May 2020.\n\"QS World University Rankings 2021\". Top Universities. 28 May 2020. Retrieved 10 June 2020.\n\"World University Rankings 2020 by subject: engineering and technology\". Times Higher Education. 4 October 2019. Retrieved 10 June 2020.\n\"Leiden ranking\". Retrieved 4 October 2013.\n\"World Reputation Rankings 2017\". Times Higher Education. Retrieved 22 June 2016.\n\"100 Under 50 Rankings\". Times Higher Education. 4 June 2015. Retrieved 29 February 2016.\n\"EPFL keeps the lead of \"THE Young Universities Ranking\"\". actu.epfl.ch. Retrieved 7 April 2016.\n\"150 Under 50 Rankings\". Times Higher Education. 17 December 2015. Retrieved 7 April 2016.\n\"Young University Rankings 2017\". Times Higher Education. 4 April 2017. Retrieved 22 June 2017.\n\"THE Young University Rankings 2018: results announced\". Times Higher Education (THE). 6 June 2018. Retrieved 30 September 2020.\n\"Young University Rankings\". Times Higher Education (THE). 20 June 2019. Retrieved 30 September 2020.\n\"The 100 most international universities in the world 2014\". Times Higher Education. 24 January 2014. Retrieved 1 March 2016.\n\"The 100 most international universities in the world 2015\". Times Higher Education. 23 January 2015. Retrieved 29 February 2016.\nCampus roule, www.publibike.ch (page visited on 15 May 2013).\n\"Quarante ans de campus durable\" [Forty years of sustainable campus]. actualites.epfl.ch (in French). 12 June 2009. Archived from the original on 15 June 2009.\n\"présentation epfl\". www.epfl.ch.\nEPFL Valais (page visited on 23 August 2013).\nAbout EPFL Middle East , www.epfl.ae (page visited on 9 May 2013).\nService des sports UNIL-EPFL, sport.unil.ch (page visited on 10 May 2013).\n\"Fribourg - EPFL\". 8 July 2015. Retrieved 19 July 2015.\n\"Microcity\". 30 June 2015. Retrieved 19 July 2015.\n\"Geneva\". www.epfl.ch. Retrieved 11 March 2021.\n\"Campus Biotech sera inauguré cet après-midi\". Tribune de Genève (in French). ISSN 1010-2248. Retrieved 11 March 2021.\n\"EPFL VALAIS WALLIS\". www.epfl.ch. Retrieved 11 March 2021.\n\"Grille pour l'auto-évaluation du CECR\". Portfolio européen des langues (PEL) (in French). Retrieved 8 December 2020.\n\"Language Centre\". www.epfl.ch. Retrieved 8 December 2020.\n\"Programme Tandem\". www.unil.ch (in French). Retrieved 8 December 2020.\n\"Facts and Figures EPFL\".\n\"AGEPoly at EPFL\".\n\"Forum at EPFL\".\n\"UNIPoly at EPFL\".\n\"Festival Balelec\". People Magazine. Sacha Voeffray\n\"Balélec repart pour un tour\". 24 heures, 27 October 2015\n\"Festival Balélec, EPFL Campus, Lausanne, 08.05.2015\". Indie Nation, May 13, 2015\n\"Festival Balélec, EPFL Campus, Lausanne, 08.05.2015\". Indie Nation, May 13, 2015.\n\"Serment d'Archimèdes\" (PDF).\n\"Harcèlement, sexisme, homophobie: Des étudiants sonnent l'alarme à l'EPFL\". Le Temps. December 2020.\n\"EPFL: Des étudiants dénoncent des agressions et un sexisme latent\".\n\"EPFL-Hydroptère\". Archived from the original on 23 November 2012. Retrieved 5 October 2013.\n\"SwissCube Website\".\n\"Human brain project\". Retrieved 5 October 2013.\n\"DAY 2 - Thursday 5 June | CODEV\". cooperation.epfl.ch. Retrieved 28 February 2017.\n\"Welcome from the Director | STI\". sti.epfl.ch. Retrieved 29 May 2017.\n\"Section SGM | STI\". sti.epfl.ch. Retrieved 29 May 2017.\n\"Commission d'enseignement - EPFL\".\n\"La Structure de la Section | STI\". sti.epfl.ch (in French). Retrieved 29 May 2017.\n\"Contact | IBI\". bioengineering.epfl.ch. Retrieved 29 May 2017.\nMitchell, Michael David (11 September 2010). \"EPFL opens Middle East Program | MES\". epfl.ae. Retrieved 30 August 2018.\nPresident since 1853, official website of the École polytechnique fédérale de Lausanne (page visited on 24 February 2016).\n\"Home - LC3 - Limestone Calcined Clay Cement\". LC3 - Limestone Calcined Clay Cement.\n\"Archived copy\". Archived from the original on 5 March 2016. Retrieved 20 February 2016.\n\"The Human Brain Project - Human Brain Project\". www.humanbrainproject.eu. Retrieved 1 March 2016.\n\"Home - Partners - Human Brain Project\". www.humanbrainproject.eu. Retrieved 1 March 2016.", "(in French) Histoire de l'École polytechnique de Lausanne : 1953-1978, Presses polytechniques et universitaires romandes, 1999 (ISBN 9782880743956).\n(in French) Michel Pont, Chronique de l'EPFL 1978-2000, Presses polytechniques et universitaires romandes, 2010 (ISBN 9782880748760).\n(in French) Libero Zuppiroli, La bulle universitaire. Faut-il poursuivre le rêve américain ? [The academic bubble. Should we pursue the American dream?], Éditions d'en bas, 2010, 176 pages (ISBN 978-2-8290-0385-1). The first part, entitled \"Le parcours exemplaire du Swiss Institute of Technology Lausanne\" [The exemplary path of the Swiss Institute of Technology in Lausanne], is about the change of the EPFL after the appointment of Patrick Aebischer as president.", "Official website\nEPFL news's channel on YouTube, EPFL students's channel on YouTube\nEPFL virtual tour\nEPFL innovation park\nBalélec Festival" ]

[ "École Polytechnique Fédérale de Lausanne", "History", "Admission and education", "Rankings", "Campus", "Buildings", "Associated campuses", "Language Centre", "Students and traditions", "Student body", "Associations", "Music festivals", "Archimedean Oath", "Harassment and sexism", "EPFL Alumni network", "Scientific partners", "Organization", "Notable people", "Presidents", "Professors", "Alumni", "Gallery", "Buildings and campus", "Projects and partnerships", "See also", "Notes and references", "Bibliography", "External links" ]

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[ "Plaque at École Polytechnique commemorating victims of the massacre", "Exterior of École Polytechnique de Montréal", "The third floor classroom in the École Polytechnique in which the attack ended", "Marker of Change, memorial consisting of 14 coffin-like benches in Vancouver by artist Beth Alber", "Memorial in Minto Park, Ottawa", "Place du 6-Décembre-1989 (December 6, 1989 Place), Montreal, featuring the artwork Nef pour quatorze reines (Nave for Fourteen Queens) by Rose-Marie Goulet", "Memorial at John Hodgins Engineering Building, McMaster University", "Nef pour quatorze reines (Nave for fourteen queens), detail", "On 25th anniversary, fourteen light beams representing the 14 victims shine from Mount Royal" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/1/1f/Mtl_dec6_plaque.jpg", "https://upload.wikimedia.org/wikipedia/commons/5/52/Exterior_of_Ecole_Polytechnique_de_Montreal.jpg", "https://upload.wikimedia.org/wikipedia/commons/9/90/Third_floor_classroom.JPG", "https://upload.wikimedia.org/wikipedia/commons/3/36/Marker_of_Change.jpg", "https://upload.wikimedia.org/wikipedia/commons/7/75/MintoParkMemorial.JPG", "https://upload.wikimedia.org/wikipedia/commons/7/7c/Place_du_6-D%C3%A9cembre-1989%2C_Montreal.jpg", "https://upload.wikimedia.org/wikipedia/commons/2/2f/Montreal_massacre_memorial_at_McMaster_University.jpg", "https://upload.wikimedia.org/wikipedia/commons/b/ba/Nef-detail.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e6/Comm%C3%A9moration_de_la_tuerie_de_l%27%C3%89cole_polytechnique_de_Montr%C3%A9al.jpg" ]

[ "The École Polytechnique massacre (French: tuerie de l'École polytechnique), also known as the Montreal massacre, was a 1989 antifeminist mass shooting at the École Polytechnique de Montréal in Montreal, Quebec. Fourteen women were murdered; ten further women and four men were injured.\nOn December 6, 1989, Marc Lépine, armed with a legally obtained Ruger Mini-14 semi-automatic rifle and hunting knife, entered a mechanical engineering class at the École Polytechnique. He ordered the women to one side of the classroom, and instructed the men to leave. After claiming that he was \"fighting feminism\", he shot all nine women in the room, killing six. The shooter then moved through corridors, the cafeteria, and another classroom, specifically targeting women to shoot for just under 20 minutes. He killed eight more women before committing suicide.\nAfter the attack, Canadians debated various interpretations of the events, their significance, and the shooter's motives. The massacre is now widely regarded as an anti-feminist attack and representative of wider societal violence against women; the anniversary of the massacre is commemorated as the National Day of Remembrance and Action on Violence Against Women. Other interpretations emphasize the shooter's abuse as a child or suggest that the massacre was the isolated act of a madman, unrelated to larger social issues.\nThe incident led to more stringent gun control laws in Canada, and increased action to end violence against women. It also resulted in changes in emergency services protocols to shootings, including immediate, active intervention by police. These changes were later credited with minimizing casualties during incidents in Montreal and elsewhere.", "Sometime after 4 p.m. on December 6, 1989, Marc Lépine arrived at the building housing the École Polytechnique, an engineering school affiliated with the Université de Montréal, armed with a Ruger Mini-14 rifle and a hunting knife. He had purchased the gun less than a month earlier on November 21 in a Checkmate Sports store in Montreal. He had told the clerk that he was going to use it to hunt small game. He had been in and around the École Polytechnique building at least seven times in the weeks leading up to December 6.\nThe perpetrator first sat in the office of the registrar on the second floor for a while, where he was seen rummaging through a plastic bag. He did not speak to anyone, even when a staff member asked if she could help him. He then left the office and was seen in other parts of the building before entering a second-floor mechanical engineering class of about sixty students at about 5:10 p.m. After approaching the student giving a presentation, he asked everyone to stop everything and ordered the women and men to opposite sides of the classroom. No one moved at first, believing it to be a joke until he fired a shot into the ceiling.\nLépine then separated the nine women from the approximately fifty men and ordered the men to leave. He asked the women whether they knew why they were there; instead of replying, a student asked who he was. He answered that he was fighting feminism. One of the students, Nathalie Provost, protested that they were women studying engineering, not feminists fighting against men or marching to prove that they were better. He responded by opening fire on the students from left to right, killing six—Hélène Colgan, Nathalie Croteau, Barbara Daigneault, Anne-Marie Lemay, Sonia Pelletier, and Annie St-Arneault—and wounding three others, including Provost. Before leaving the room, he wrote the word \"shit\" twice on a student project.\nThe gunman continued into the second-floor corridor and wounded three students before entering another room where he twice attempted to shoot a female student. When his weapon failed to fire, he entered the emergency staircase where he was seen reloading his gun. He returned to the room he had just left, but the students had locked the door; he failed to unlock it with three shots fired into the door. Moving along the corridor, he shot at others, wounding one, before moving towards the financial services office, where he shot and killed Maryse Laganière through the window of the door she had just locked.\nThe perpetrator next went down to the first-floor cafeteria, in which about 100 people were gathered. He shot nursing student Barbara Maria Klucznick near the kitchens and wounded another student, and the crowd scattered. Entering an unlocked storage area at the end of the cafeteria, the gunman shot and killed Anne-Marie Edward and Geneviève Bergeron, who were hiding there. He told a male and female student to come out from under a table; they complied and were not shot.\nThe shooter then walked up an escalator to the third floor where he shot and wounded one female and two male students in the corridor. He entered another classroom and told the men to \"get out\", shooting and wounding Maryse Leclair, who was standing on the low platform at the front of the classroom, giving a presentation. He fired on students in the front row and then killed Maud Haviernick and Michèle Richard who were trying to escape the room, while other students dove under their desks. The killer moved towards some of the female students, wounding three of them and killing Annie Turcotte. He changed the magazine in his weapon and moved to the front of the class, shooting in all directions. At this point, the wounded Leclair asked for help; the gunman unsheathed his hunting knife and stabbed her three times, killing her. He took off his cap, wrapped his coat around his rifle, exclaimed, \"Oh shit\", and then killed himself with a shot to the head 20 minutes after having begun his attack. About 60 unfired cartridges remained in the boxes he carried with him.\nAfter briefing reporters outside, Montreal Police director of public relations Pierre Leclair entered the building and found his daughter Maryse's stabbed body.\nThe Quebec and Montreal governments declared three days of mourning. A joint funeral for nine of the women was held at Notre-Dame Basilica on December 11, 1989, and was attended by Governor General Jeanne Sauvé, Prime Minister Brian Mulroney, Quebec premier Robert Bourassa, and Montreal mayor Jean Doré, along with thousands of other mourners.", "Lépine killed 14 women (12 engineering students, one nursing student, and one employee of the university) and injured 14 others, 10 women and four men.\nGeneviève Bergeron (born 1968), civil engineering student\nHélène Colgan (born 1966), mechanical engineering student\nNathalie Croteau (born 1966), mechanical engineering student\nBarbara Daigneault (born 1967), mechanical engineering student\nAnne-Marie Edward (born 1968), chemical engineering student\nMaud Haviernick (born 1960), materials engineering student\nMaryse Laganière (born 1964), budget clerk in the École Polytechnique's finance department\nMaryse Leclair (born 1966), materials engineering student\nAnne-Marie Lemay (born 1967), mechanical engineering student\nSonia Pelletier (born 1961), mechanical engineering student\nMichèle Richard (born 1968), materials engineering student\nAnnie St-Arneault (born 1966), mechanical engineering student\nAnnie Turcotte (born 1969), materials engineering student\nBarbara Klucznik-Widajewicz (born 1958), nursing student", "The shooter, Marc Lépine, né Gamil Gharbi, was born to a French-Canadian mother and an Algerian father. His father, a mutual funds salesman, did not consider women to be the equal of men. He was physically and verbally abusive to his wife and son, discouraging tenderness between the two. When Gamil was seven, his parents separated; his father ceased contact with his children soon after. His mother returned to nursing to support the family, and because of her schedule, the children lived with other families during the week. At 14, Gamil changed his name to \"Marc Lépine\", citing his hatred of his father as the reason for taking his mother's surname. Lépine attempted to join the Canadian Army during the winter of 1980–1981 but, according to his suicide letter, was rejected because he was \"anti-social\". The brief biography of the shooter that police released the day after the killings described him as intelligent but troubled. He disliked feminists, career women and women in traditionally-male occupations, such as the police force. He began a pre-university CEGEP (college) program in Pure Sciences in 1982, but switched to a three-year vocational program in electronics technology after his first year. He abandoned this program in his final semester without explanation. Lépine applied to the École Polytechnique in 1986 and in 1989 but lacked two CEGEP courses required for admission. He completed one of them in the winter of 1989.", "On the day of the massacre, Lépine wrote three letters: two were sent to friends, and one was found in an inside pocket of his jacket. Some details from the suicide letter were revealed by the police in the days after the tragedy but the full text was not disclosed. The media brought an unsuccessful access to information case to compel the police to release the suicide letter. A year after the attacks, the three-page statement was leaked to journalist and feminist Francine Pelletier. It contained a list of nineteen Quebec women whom the shooter apparently wished to kill because he considered them feminists. The list included Pelletier herself, as well as a union leader, a politician, a TV personality, and six police officers who had come to the killer's attention as they were on the same volleyball team. The letter (without the list of women) was subsequently published in the newspaper La Presse, where Pelletier was a columnist. Lépine wrote that he considered himself rational and that he blamed feminists for ruining his life. He outlined his reasons for the attack including his anger towards feminists for seeking social changes that \"retain the advantages of being women [...] while trying to grab those of the men\". He also mentioned Denis Lortie, a Canadian Armed Forces corporal who killed three government employees and wounded thirteen others in an armed attack on the National Assembly of Quebec on May 7, 1984. The text of the original letter in French is available, as well as an English translation.", "The massacre profoundly shocked Canadians. Government and criminal justice officials feared that extensive public discussion about the massacre would cause pain to the families and lead to antifeminist violence. As a result, a public inquiry was not held, and Lépine's suicide letter was not released. In addition, although an extensive police investigation into the perpetrator and the killings took place, the resulting report was not made public, though a copy was used by the coroner as a source in her investigation. The media, academics, women's organizations, and family members of the victims protested the lack of a public inquiry and paucity of information released.\nThe gender of the victims, as well as his oral statements during the massacre and in the suicide note, has led to the event being seen as an antifeminist attack and as an example of the wider issue of violence against women. Initially, however, politicians and the media downplayed the antifeminism of the attack. Political leaders such as Robert Bourassa, Claude Ryan, and Jacques Parizeau spoke about \"victims\" and \"youth\" rather than \"women\" or \"girls\". The television journalist Barbara Frum, pleaded that the massacre not be seen as an antifeminist attack or violence against women, and questioned why people insisted on \"diminishing\" the tragedy by \"suggesting that it was an act against just one group?\" \nAs predicted by the shooter in his suicide letter, some saw the event as the isolated act of a madman. A psychiatrist interviewed the gunman's family and friends, and examined his writings as part of the police investigation. He noted that the perpetrator defined suicide as his primary motivation, and that he chose a specific suicide method, namely killing oneself after killing others (multiple homicide/suicide strategy), which is considered a sign of a serious personality disorder. Other psychiatrists emphasized the traumatic events of his childhood, suggesting that the blows he had received may have caused brain damage, or that he was psychotic, having lost touch with reality as he tried to erase the memories of a brutal (yet largely absent) father while unconsciously identifying with a violent masculinity that dominated women. A different theory was that the shooter's childhood experiences of abuse led him to feel victimized as he faced losses and rejections in his later life. His mother wondered whether her son might have suffered from attachment disorder, due to the abuse and sense of abandonment he had experienced in his childhood.\nOthers framed the killer's actions as the result of societal changes that had led to increased poverty, powerlessness, individual isolation, and polarization between men and women. Noting the gunman's interest in violent action films, some suggested that violence in the media and in society may have influenced his actions. Following the shootings at Dawson College in September 2006 Globe and Mail columnist Jan Wong controversially suggested that Lépine may have felt alienated from Quebec society as he was the child of an immigrant.\nIn the years since, however, the attack has been widely acknowledged by the public, governments and the media as a misogynistic attack on women and on feminism. Scholars consider the gunman's actions to spring from a widespread societal misogyny, including toleration of violence against women. Criminologists regard the massacre as an example of a hate or bias crime against women, as the victims were selected solely because of their membership in the category of women, and those targeted were interchangeable with others from the same group. They categorize it as a \"pseudo-community\" type of \"pseudo-commando\" murder-suicide, in which the perpetrator targets a specific group, often in a public place, and intends to die in \"a blaze of glory\". Individuals close to the massacre also commented: Lépine's mother wondered if the attack was not directed at her, as some would have considered her a feminist since she was a single, working mother. Survivor Nathalie Provost who, during and after the attack, denied being a feminist, later claimed this \"beautiful title\" for herself, and stated her view that the massacre was clearly an anti-feminist act.", "The injured and witnesses among university staff and students suffered a variety of physical, social, existential, financial, and psychological consequences, including post-traumatic stress disorder. At least two students left notes confirming that they had committed suicide due to distress caused by the massacre. Nine years after the event, survivors reported still being affected by their experiences, though with time some of the effects had lessened.", "The massacre galvanized the Canadian women's movement, who immediately saw it as a symbol of violence against women. \"The death of those young women would not be in vain, we promised\", Canadian feminist Judy Rebick recalled. \"We would turn our mourning into organizing to put an end to male violence against women.\"\nIn response to the killings, a House of Commons Sub-Committee on the Status of Women was created. It released a report \"The War against Women\" in June 1991, which was not endorsed by the full standing committee. However, following its recommendations, the federal government established the Canadian Panel on Violence Against Women in August 1991. The panel issued a final report, \"Changing the Landscape: Ending Violence – Achieving Equality\", in June 1993. The panel proposed a two-pronged \"National Action Plan\" consisting of an \"Equality Action Plan\" and a \"Zero Tolerance Policy\" designed to increase women's equality and reduce violence against women through government policy. Critics of the panel said that the plan failed to provide a workable timeline and strategy for implementation and that with over four hundred recommendations, the final report failed to make an impact.\nIn Québec, family members of the victims formed a foundation to support organizations combatting violence, particularly violence against women. Survivors and their relatives continue to speak about the issue. Researchers increased their study of family violence and violence against women. On December 6 1995, the Quebec government adopted the \"Policy on Intervention in Conjugal Violence\" with the goal of detecting, preventing and ending domestic violence.", "The massacre was a major spur for the Canadian gun control movement. Less than a week after the event, two École Polytechnique professors created a petition addressed to the Canadian government demanding tighter gun control; and more than half a million signatures were collected. Heidi Rathjen, a student who was in one of the classrooms Lépine did not enter during the shooting, organized the Coalition for Gun Control with Wendy Cukier to pressure for a gun registry and increased firearm regulation. Suzanne Laplante-Edward and Jim Edward, the parents of one of the victims, were also deeply involved. Their activities, along with others, led to the passage of Bill C-17 in 1992, and C-68, commonly known as the Firearms Act, in 1995, ushering in stricter gun control regulations. These new regulations included requirements on the training of gun owners, screening of firearm applicants, 28-day waiting period on new applicants, rules concerning gun and ammunition storage, the registration of all firearms, magazine capacity restrictions for centre-fire semi automatics, and firearm restrictions and prohibitions. In 2009, survivors of the massacre, their families, and Polytechnique students past and present came together to create PolySeSouvient in opposition to legislative actions by Stephen Harper's Conservative government aimed at ending the registration of firearms. The long-gun registry was abolished by the Harper government in April 2012, but the Quebec government won a temporary injunction, preventing the destruction of the province's gun registry data, and ordering the continued registration of long guns in Quebec. In March 2015, the Supreme Court of Canada ruled against Quebec, allowing the destruction of all the federal registry data, although Quebec created its own provincial gun registry to replace it. Since its creation, PolySeSouvient, with survivors Nathalie Provost and Heidi Rathjen as spokespersons, has continued to be active in lobbying for stricter gun control and safety in Quebec and Canada. In 2018 Justin Trudeau's Liberal government introduced Bill C-71, which restored the requirement for sales of firearms to be registered, but PolySeSouvient denounced the proposed regulations as ineffective and incomplete. In 2020, in the wake of the mass killing in Nova Scotia, and while also citing the École Polytechnique massacre, Trudeau announced a ban on around 1,500 models of \"military-grade assault-style weapons\", including the model used for the killings in Montreal. PolySeSouvient welcomed the news, but critiqued the possibility of a grandfathering clause for the weapons as a danger to public safety.", "Emergency response to the shootings was harshly criticized. Security guards at the École Polytechnique were poorly trained, organized and equipped. Communication issues at the 911 call centre delayed the dispatch of police and ambulances, who were initially routed to incorrect addresses. The police officers were disorganized and poorly coordinated. They established a perimeter around the building and waited before entering the building. During this period, several women were killed. Three official investigations condemned the emergency response. Subsequent changes to emergency response protocols led to praise of the police handling of 1992 shootings at Concordia University, the Dawson College shooting in 2006 and the 2014 attack on Parliament hill in Ottawa. In these incidents, rapid and immediate intervention by police and improved coordination amongst emergency response agencies were credited with minimizing the loss of life.", "The feminist movement has been periodically criticized for appropriating the massacre as a symbol of male violence against women. In 1990, for example, journalist Roch Côté responded to the publication of Polytechnique, 6 décembre, a feminist memorial anthology, with an uncompromising essay, Manifeste d’un salaud which implied that feminists used the massacre as a chance to unleash \"insanities\". Critics such as Côté argued that Lépine was a \"lone gunman\" who does not represent men, and that violence against women is neither condoned nor encouraged officially or unofficially in western culture. In this perspective, feminist memorializing is considered socially divisive on the basis of gender and therefore harmful by bestowing guilt on all men, irrespective of individual propensity to violence against women. Men's rights and anti-feminist commentators state that feminism has provoked violence against women, and without explicitly condoning the shootings, view the massacre as an extreme expression of men's frustrations. A few anti-feminists see the killer as a hero, glorifying his actions, and threatening violence.\nMale survivors of the massacre have been subjected to criticism for not intervening to stop the shooter. In an interview immediately after the event, a reporter asked one of the men why they \"abandoned\" the women when it was clear that his targets were women. René Jalbert, the sergeant-at-arms who persuaded Denis Lortie to surrender during his 1984 attack, said that someone should have intervened at least to distract Lépine, but acknowledged that \"ordinary citizens cannot be expected to react heroically in the midst of terror\". Conservative newspaper columnist Mark Steyn suggested that male inaction during the massacre illustrated a \"culture of passivity\" prevalent among men in Canada, which enabled the shooting spree: \"Yet the defining image of contemporary Canadian maleness is not M Lepine/Gharbi but the professors and the men in that classroom, who, ordered to leave by the lone gunman, meekly did so, and abandoned their female classmates to their fate—an act of abdication that would have been unthinkable in almost any other culture throughout human history.\" Male students and staff expressed feelings of remorse for not having attempted to prevent the shootings. This issue has been strongly rejected by the Polytechnique student community. Nathalie Provost, one of the female survivors, said that she felt that nothing could have been done to prevent the tragedy, and that her fellow students should not feel guilty. Asmaa Mansour, another survivor, emphasized the actions of the men in saving her life and in helping the injured.", "Since 1991, the anniversary of the massacre has been designated the National Day of Remembrance and Action on Violence Against Women, intended as a call to action against discrimination against women. A White Ribbon Campaign was launched in 1991 by a group of men in London, Ontario, in the wake of the massacre, for the purpose of raising awareness about the prevalence of male violence against women, with the ribbon symbolizing \"the idea of men giving up their arms\". \nThe Place du 6-Décembre-1989 in the Côte-des-Neiges/Notre-Dame-de-Grâce borough of Montreal was created as a memorial to the victims of the massacre. Located at the corner of Decelles Avenue and Queen Mary Road, a short distance from the university, it includes the art installation Nef pour quatorze reines (Nave for Fourteen Queens) by Rose-Marie Goulet. Originally described as a memorial for a \"tragic event\", in 2019, the plaque was changed to reflect indicate that the attack was anti-feminist and that 14 women were killed. \nEvents are held across the country each year on December 6 in memory of the slain women and numerous memorials have been built. The memorial in Vancouver sparked controversy because it was dedicated to \"all women murdered by men\", which critics say implies all men are potential murderers. Women involved in the project received death threats and the Vancouver Park Board banned future memorials that might antagonize other groups.\nSince the commemorative ceremony on the 25th anniversary of the massacre in 2014, fourteen searchlights have been installed annually on the summit of Mount Royal - representing the fourteen victims of the massacre. At 5:10 p.m., the time when the attack began, the name of each victim is read, and a light beam is projected upward into the sky. The event is attended by local and national leaders.\nThe event has also been commemorated in the arts. The widely hailed movie Polytechnique, directed by Denis Villeneuve, was released in 2009 and caused discussion over the desirability of reliving the tragedy in a commercial film. In a play about the shootings by Adam Kelly called The Anorak, the audience are separated by gender: it was named as one of the best plays of 2004 by the Montreal Gazette. Colleen Murphy's play The December Man (L’homme de décembre) was first staged in Calgary in 2007. Wajdi Mouawad's 2007 play Forêts was inspired by and contains echoes of the tragedy. In 2009 Quebec playwright Gilbert Turp wrote Pur chaos du désir, which examined a marriage breakdown in the aftermath of the Polytechnique killings. Several songs have been written about the events, including This Memory by the folk duo the Wyrd Sisters, Montreal by The Tragically Hip and 6 December 1989 by the Australian singer Judy Small.\nIn 2013, a new science building at John Abbott College was named in honour of Anne-Marie Edward, a victim of the massacre who attended the CEGEP before going on to university.\nIn 2014, the Order of the White Rose was established, a $30,000 national scholarship for female engineering graduate students. 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Second Story Press. p. 113. ISBN 978-1-77260-143-5.\nLakeman, Lee. \"Women, Violence and the Montreal Massacre\". Vancouver Rape Relief & Women's Shelter. Archived from the original on April 19, 2007. Retrieved April 20, 2007.\nSteyn, Mark (April 18, 2007). \"A Culture of Passivity\". National Review. Archived from the original on April 26, 2017. Retrieved April 25, 2017.\nBoileau, Josée (2000). Because They Were Women: The Montreal Massacre. Second Story Press. pp. 102–3. ISBN 978-1-77260-143-5.\nKastor, Elizabeth (December 11, 1989). \"In Montreal, A Survivor Heals After The Horror; 23-Year-Old Student Tried To Reason With Killer\". The Washington Post. p. B1.\n\"Men wearing white ribbons\". CBC News. November 27, 1991. Archived from the original on June 29, 2011. Retrieved March 7, 2007.\n\"Monument to slain women unveiled\". CBC News. December 5, 1999. Archived from the original on November 11, 2007. Retrieved January 4, 2007.\nNorthcott, Alison (December 5, 2019). \"How the way we remember the Montreal Massacre has changed 30 years later\". CBC News. Archived from the original on March 10, 2021. Retrieved October 20, 2020.\nCampbell, Charles (November 11, 2004). \"Magnets for Memory\". The Tyee. Archived from the original on November 12, 2007. Retrieved December 31, 2006.\nCooper, Rachelle (April 19, 2006). \"Book a Monument to Canadian Women Murdered by Men\". MissingPeople.net. Archived from the original on June 14, 2006. Retrieved December 31, 2006.\nIngram, Gordon Brent (February 2, 2000). \"Contests over social memory in waterfront Vancouver: Historical editing & obfuscation through public art\" (PDF). on the w@terfront. Archived (PDF) from the original on July 6, 2011. Retrieved December 31, 2006.\n\"Se souvenir de Polytechnique\". Radio-Canada (in Canadian French). December 6, 2014. Archived from the original on April 7, 2015. Retrieved August 3, 2015.\n\"Quebec remembers École Polytechnique mass shooting at 32nd anniversary ceremonies\". CBC News. December 6, 2021.\n\"Polytechnique: Events planned across Canada to mark grim 30th anniversary\". Montreal. December 6, 2019. Archived from the original on December 6, 2019. Retrieved January 1, 2022.\n\"'Tragedy into a triumph': 14 beams of light shine as Montreal Massacre remembered\". CBC News. December 6, 2019.\nKelley, Brendan (January 1, 2009). \"Polytechnique: open to debate\". The Gazette. Archived from the original on April 18, 2009.\nHamilton, Graeme (January 28, 2009). \"Montreal massacre film brings up 'too many memories'\". National Post. Canada. Archived from the original on October 23, 2010. Retrieved November 7, 2010.\nBoileau, Josée (2020). Because They Were Women: The Montreal Massacre. Second Story Press. pp. 146–7. ISBN 978-1-77260-143-5.\nPosner, Michael (April 10, 2008). \"A brutal massacre makes for a delicate art\". The Globe and Mail. Archived from the original on March 31, 2019. Retrieved April 28, 2018.\n\"Tragically Hip to release album with 6 unreleased tracks\" Archived June 9, 2021, at the Wayback Machine. CBC News, May 20, 2021.\nTomm, Winnie (October 30, 2010). Bodied Mindfulness: Women's Spirits, Bodies and Places. Wilfrid Laurier University Press. p. 75. ISBN 9781554588022. Archived from the original on August 17, 2021. Retrieved September 20, 2020.\nGreenaway, Kathryn (April 23, 2013). \"John Abbott College opened horizons for Anne-Marie Edward\". The Gazette. Archived from the original on April 29, 2018. Retrieved April 28, 2018.\n\"25 years after the tragedy, Polytechnique Montréal launches the Order of the White Rose and the Week of the White Rose\". Carrefour de l'Actualité. Polytechnique Montreal. October 31, 2014. Archived from the original on December 1, 2017. Retrieved November 24, 2017.\n\"Michèle Thibodeau-DeGuire\". Chambre de commerce de Montreal. 2001. Archived from the original on January 14, 2019. Retrieved November 23, 2017.", "CBC Digital Archives\nCrime Library" ]

[ "École Polytechnique massacre", "Timeline", "Victims", "Perpetrator", "Suicide letter", "Search for a rationale", "Legacy", "Violence against women", "Gun control", "Emergency services response", "Controversy", "Commemoration", "See also", "References", "External links" ]

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[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c3/Rockingham_Elementary_School.jpg" ]

[ "École Rockingham School is one of the oldest schools in all of Nova Scotia. Built in 1922, the school was made to accommodate all children grades 1 through 8 despite its small size. The then two room school was later rebuilt in 1975 and because of the population growth in Halifax, it is now only an primary school (Primary through the sixth grade). Classes in Rockingham are offered both in English and French.", "Official website\nHistory of Rockingham" ]

[ "École Rockingham School", "External links" ]

[ 3128 ]

[ 15214 ]

[ "", "Inside AVM Morfee Annex building, now a daycare for the GMFRC, formally École Francophone", "École Rose-des-Vents from the front" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/e/ee/EcoleRoseDesVents_GreenwoodNS.jpg", "https://upload.wikimedia.org/wikipedia/commons/1/12/AVM_Morfree.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e2/%C3%89cole_RDV.jpg" ]

[ "École Rose-des-Vents is a Francophone school located in Greenwood, Nova Scotia operated by the Conseil scolaire acadien provincial (CSAP).", "École Rose-des-Vents was originally built as an elementary school for children of Canadian Forces Base 14 Wing Greenwood personnel and was named Russell C. Gordon Elementary School. It was designed by the Toronto firm of Craig and Madill and was completed in 1962. Completed two years after Dwight Ross Elementary School (DRES), both schools were situated in the CFB Greenwood PMQ neighbourhood Clements Park. Both schools, along with A.V.M. Morfee Elementary, which opened in 1949, and École francophone, which opened in 1976, exclusively served children of military personnel until 1988. The schools welcomed children from Kindergarten to Grade 9. Civilian children attended Kingston & District Elementary School and Greenwood District School (now the Greenwood Civic Centre). All children from Grade 10 to Grade 12 attended West Kings District High School.", "In 1971, the Canadian Forces held a survey asking military personnel the language in which they would prefer their children to be instructed, in reaction to the country's new federal policies on official bilingualism. The survey showed that 35 dependents in CFB Greenwood were eligible for French-language education and had parents that were interested in this instruction.\nIn September 1976, École francophone opened in CFB Greenwood, welcoming 21 students of francophone military families from Kindergarten to Grade 4. Annik Hjelkrum is the first principal of this new school. This homogeneous French-language facility was originally located in two combined PMQ apartments in Clements Park that were refurbished into classrooms. In 1978, École francophone moved to a new building neighbouring A.V.M. Morfee Elementary School, now called the Morfee Annex Building. In the 1980s, École francophone would offer classes up to Grade 8 and welcome between 60 and 90 students.", "In 1988, all Canadian Forces Bases schools closed, including A.V.M. Morfee Elementary School and École Francophone. Students from those schools were transferred to R.C. Gordon Elementary School and to Dwight Ross Elementary School, with both these buildings and its new students being transferred to the Kings County School Board (now the Annapolis Valley Regional School Board or AVRSB). The Kings County School Board decided to continue administering École Francophone within R.C. Gordon (Kindergarten - Grade 6) and DRES (Grade 7 - Grade 9), where both English- and French-language instruction would continue. It was at this point where non-military francophone families were allowed to enroll their children in French. André Tessier became the principal of the new École Francophone and R.C. Gordon School.\nFollowing pressure from the francophone community to reunite their children from École francophone under one roof, francophone Grade 7 to Grade 9 students from DRES transferred to the R.C. Gordon building in 1992. In this same year, youth from Greenwood participated in the Jeux régionaux de la Nouvelle-Écosse (Jeux de l'Acadie) for the first time.\nIn 1994, Constance Mary-Ann Zohar-Hiscock became principal of École francophone and R.C. Gordon School. The following year, André Tessier resumed being principal of both schools.", "In 1996, the Conseil scolaire acadien provincial was created and took responsibility of francophone students at R.C. Gordon. From then on, the building would be shared by both the CSAP, which renamed its French stream from École francophone to École R.C. Gordon, and the newly formed AVRSB, which named its English stream R.C. Gordon School. The CSAP also designated five teachers who would become employees of the new francophone school board. Constance Mary-Ann Zohar-Hiscock was once again principal of both streams. With the end of Kings County School Board, it was at this point where francophone families from Annapolis County, and consequently from all of the Annapolis Valley, were allowed to enroll their children in French, at École R.C. Gordon.\nIn 1997, Louis Cormier become the principal of École R.C. Gordon, while the building's English stream hired their own principal. In 1998, École R.C. Gordon saw its first high school graduates, with three students completing Grade 12. The school has been offering Grade 12 ever since. Also that year, the Nova Scotia Department of Education announced funding for a new science laboratory. In 1999, the French stream comprised more students than the English stream for the first time (204 v. 193). For many years, francophone parents had been mobilizing to make the R.C. Gordon building a homogeneous francophone school, especially since the building was overcrowded and many students had to be taught in detached trailers.", "Following the Supreme Court of Nova Scotia ruling in favor of francophone parents in Doucet-Boudreau v. Nova Scotia (which then reached in Supreme Court of Canada in 2002–03, where the parents won again), all anglophone students from R.C. Gordon School were to be transferred to DRES and Kingston & District Elementary School by September 2000 in order to make École R.C. Gordon a homogeneous francophone school. As in other communities such as Clare, Argyle, Isle Madame and Chéticamp, the CSAP took ownership of the building. In 2001, the students and staff voted to change the school's name to École Rose-des-Vents, a French-language name reflecting the diversity of its families, mostly military, who originate from all corners of the world.", "Between 2003 and 2007 there was a series of upgrades and additions to school including a new gymnasium, an information technology lab, a new library and additional offices. Simultaneously, the surrounding PMQ neighbourhood Clements Park was declared a surplus by CFB Greenwood, emptied and demolished. Gilwell Hall, a community centre situated next to the school, was also demolished. DRES and the renovated École Rose-des-Vents remain.\nMarie-Josée Villeneuve become the school's principal in 2006. That same year, École Rose-des-Vents was selected the CSAP's pilot program, Grandir en français, which saw the inclusion of a Pre-Kindergarten class in the school. The program became permanent a year later. Also in 2006, the Association francophone de la Vallée, a community association representing the Valley's francophones since 1996 and a member of the Fédération acadienne de la Nouvelle-Écosse, built an adjoining French-language community centre, the Centre Point de mire. In 2008, the Annapolis Valley and the school hosted the Rencontre jeunesse provinciale for the first time.\nLouis Cormier become principal of the school again in 2010. In May 2011, the Annapolis Valley, the school and CFB Greenwood hosted for the first time the Jeux régionaux de la Nouvelle-Écosse (Jeux de l'Acadie) of that year. As of 2014, Judy Streatch, former Nova Scotia Minister of Education, is the school's principal.\nToday, École Rose-des-Vents houses approximately 200 francophone students from Greenwood, Kingston, and all Annapolis Valley communities.", "Charles MacDougall - LGBTQ+ activist\nThibault Jacquot-Paratte - Author, musician and interdisciplinary artist", "CSAP Recueil d'inscriptions\nCraig and Madill\nhttp://www.cmp-cpm.forces.gc.ca/dhh-dhp/his/docs/bilingualism_cf_vol2_e.pdf\n\"Archived copy\". Archived from the original on 2016-08-07. Retrieved 2016-06-18.\n\"R.C. Gordon Receives Money for Science Lab\". 11 May 2018.\n\"Supreme Court of Canada - SCC Case Information - Search\". January 2001.\nNova Scotia Department of Education (press release), \"Major Renovations Begin at École Rose-des-Vents\", November 26, 2003\n\"Home\".\n\"Archived copy\". Archived from the original on 2016-08-10. Retrieved 2016-06-18.\nhttp://www.rootsweb.ancestry.com/~nsafva/FrancParler/FrancParlerOct2008.pdf\n\"Saltwire | Nova Scotia\".\n\"Rivière de la fierté website\". www.rivieredelafierte.com. Retrieved 2020-07-16.\n\"The Star\". www.thestar.com. 3 June 2019. Retrieved 2020-07-16.\n\"Writers' federation of Nova Scotia writers' council profile\". www.writers.ns.ca. Retrieved 2020-07-16." ]

[ "École Rose-des-Vents (Nova Scotia)", "Origins of the building", "Origins of French-language Education in Greenwood", "Amalgamation", "A new school board", "Beginning of École Rose-des-Vents", "Recent events", "Notable alumni", "References" ]

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[ "Two of the main buildings’ façades in 2009.", "'Origami For Life' (2021) by Belgian designer Charles Kaisin" ]

[ 0, 2 ]

[ "https://upload.wikimedia.org/wikipedia/commons/d/d5/%C3%89cole_Saint-Joseph_fa%C3%A7ade.jpg", "https://upload.wikimedia.org/wikipedia/commons/7/70/%27Origami_For_Life%27_by_Belgian_designer_Charles_Kaisin.jpg" ]

[ "École Saint-Joseph is a French Catholic school ruled by the Ministry of National Education and based in Solesmes, Nord department, within the Hauts-de-France bordering Belgium. It was founded in 1892 by the Roman Catholic Archdiocese of Cambrai (French: Archidiocèse de Cambrai) of the Latin Rite and is attached to the Cambrai - Le Cateau-Cambrésis educational district contractually regulated by Lille. It is part of the Saint-Pierre consortium comprising schools in three other cities (Le Cateau, Caudry and Le Quesnoy). The manor is a regional landmark due to its typical architecture. As of September 2018, it has more than three hundred pupils supervised by a staff of around forty agents.", "The École Saint-Joseph is the merger of two Catholic schools fusioned to create mixed-sex education:\nThe Saint-Joseph school for girls was already run before 1900 by the Canonesses of Saint-Augustin of the Notre-Dame Congregation, a female teaching religious congregation of pontifical right founded by Peter Fourier (1565-1640) but their building located 'du Pontceau' street was subsequently taken over to become the 'Hospice de Solesmes'. The nuns then abandoned teaching and a new 'Saint-Joseph school' was officially inaugurated on 3 October 1904 at '18-50 Rue de l'Abbaye ' with civilian teachers in a large building ceded by Archbishop Marie-Alphonse Sonnois (1893-1913) transferred from the Roman Catholic Diocese of Saint-Dié. The school will remain there until the start of the 1961 academic year, when it relocated to a manor house with typical architecture of the canton located on Place Jean Jaurès, made available to it by the \"Maison des Œuvres\" and managed by the Sisters of the Precious Blood (Monza) recognized by diocesan right on 17 May 1876 by the senator of the Kingdom of Sardinia and Archbishop of Milan Luigi Nazari di Calabiana and pontifical on 10 July 1934. They are not to be confused with Sisters Adorers of the Precious Blood. The sisters will manage the school from 1961 to 1980.\nThe Sainte-Marie boys school was established in 1892 in a building built for the teaching brothers of the Christian schools that run it. After the First World War, these brothers not having returned to Solesmes, the school building was ceded to the Archdiocese which enlarged it and made it its \"minor seminary\" which currently constitutes the central building of the Institution Saint-Michel. In return, the Archdiocese handed over to the school a building at '18 rue de l'Abbaye' where it relocated in 1924 with a civilian teaching body.", "Since its inception, the school has organised charity fundraisers and humanitarian activities throughout its academic years which include the collect of clothing as well as school supplies and equipment for African schools; the Opération Pièces jaunes to finance the hospitalisation of children; Purina contests for the acquisition of guide dogs for the visually-impaired or its Christmas market. Every year since 2009, sister Monique, a representative from a children's charity in Cotonou, Republic of Benin visits the school, and pupils donate the proceeds of their Lent charity activities. In 2021, the Saint-Joseph and Saint-Michel students joined the 'Origami For Life' by the Engie foundation creating origamis later assembled by Belgian designer Charles Kaisin (1972) to create eight trees exhibited at the KANAL - Centre Pompidou in Brussels and at the Palais de Tokyo in Paris which raised 75,000 euros for the SAMU Social of Paris, a municipal humanitarian emergency service in France and worldwide whose purpose is to provide medical care and ambulatory nursing to homeless people and people in social distress.", "The school is granted access to Solesmes' swimming pools, the Marie Amélie Le Fur Sports Hall and the Édouard Delberghe building's indoor courts and martial arts room, where they practice circus disciplines.", "Communes of the Nord department.", "\"Ecole primaire privée Saint Joseph\". Ministère de l'Education Nationale de la Jeunesse et des Sports (in French). 2021. Archived from the original on 2021-09-26. Retrieved 2021-09-26.\n\"Government of France - Legislation\". www.legifrance.gouv.fr. 2015. Archived from the original on 2021-04-12. Retrieved 2021-09-26.\n\"Ecole élémentaire privée Saint-Joseph à Solesmes (59730)\". www.journaldesfemmes.fr. Retrieved 2021-09-26.\nHoudaille, A.; Poye, Roger; Quételart, Louis; Franche, A. (1933). L'Architecture dans le Nord de la France: Oeuvres des architectes A. Houdaille Roger Poye L. Quetelart A. Franche, R. Pruvost, Y. et A. Barbotin (in French). pp. 95–98.\nBourgeois, Charles (1930). L'architecture dans le nord de la France: avec 56 illustrations d'architecture contemporaine (in French). EDARI. pp. 107–109.\n\"Une nouvelle enseignante à l'école Saint-Joseph\". La Voix du Nord (in French). 2017-09-02. Retrieved 2021-09-26.\n\"Solesmes : deux nouvelles enseignantes à l'école Saint-Joseph\". La Voix du Nord (in French). 2019-09-02. Retrieved 2021-09-26.\n\"Solesmes: les jeunes talents de l'école Saint-Joseph ont fait leur show\". La Voix du Nord (in French). 2020-02-10. Retrieved 2021-09-26.\npolitologue.com. \"ECOLE - Ecole élémentaire privée Saint Joseph à Solesmes\". Politologue.com (in French). Retrieved 2021-09-26.\nPardon, Claudine (2014). La Grande guerre au quotidien: l'exemple de Solesmes (in French). Association pour l'étude et la préservation du patrimoine de Solesmes. ISBN 978-2-9550231-1-2.\nDoctor Bombart, Henry (2001). Histoire de la terre et seigneurie de Solesmes. Cambrai: Imprimerie et lithographie de Régnier, 1902; Cambrai : Nord patrimoine éd. pp. 1 vol. (420 p.- 416 p. de pl.) : ill. ISBN 2-912961-13-0.\nVuillemin, J. B. (1897). La vie de Saint Pierre Fourier, chanoine régulier de Saint-Augustin fondateur des chanoinesses réguliéres de la Congrégation de Notre-Dame (in French). France: V. Retaux. pp. 132–137.\nBoquillon, Françoise (2000). Les chanoinesses de Remiremont, 1566-1790: contribution à l'histoire de la noblesse dans l'Eglise (in French). Société d'histoire locale de Remiremont et de sa région.\nHélyot, Pierre (1963). Dictionnaire des ordres religieux, ou Histoire des ordres monastiques. France.\nChâtellier, Louis (1986). \"Sœur Hélène Derréal, Une source pour l'étude du renouveau religieux au XVIIe siècle : la correspondance de saint Pierre Fourier\". Presses Universitaires de Nancy. Les Réformes en Lorraine (1520-1620): 119–124. ISBN 2-86480-240-6.\nDuvergier, Par J. B. (1834). Collection Complete des Lois, Decretts (in French).\nPierrard, Pierre (1978). Les Diocèses de Cambrai et de Lille (in French). Beauchesne. ISBN 978-2-7010-0176-0.\nByls, Henk (2019-06-03). Rester Catholique en France: L'encadrement religieux destiné aux migrants belgo-flamands du Lillois, de Paris et des campagnes françaises 1850-1960 (in French). Leuven University Press. ISBN 978-94-6270-186-1.\nVive Jésus. Exercice spirituel pour les soeurs du noviciat (in French). Librairie eccl. de Sauvignet et Cie. 1837.\nVV; Cipolla (2014). Giuseppe Sarto, Vescovo di Mantova (in Italian). FrancoAngeli. ISBN 978-88-917-0961-5.\nDesmulliez, Janine; Milis, Ludo; Platelle, Henri (1988). Histoire des provinces françaises du Nord: 1. De la Préhistoire à l'an Mil (in French). Presses Univ. Septentrion. ISBN 978-2-903077-71-6.\nLe patrimoine des communes du Nord (in French). Flohic. 2001. ISBN 978-2-84234-119-0.\n\"Opération Pièces jaunes\". Ministère de l'Education Nationale de la Jeunesse et des Sports (in French). Retrieved 2021-09-26.\n\"Thanks to the solidarity march of students, a dog for a visually impaired person\". La Voix Du Nord. 13 June 2016. Retrieved 17 August 2017.\nSt Joseph. \"Christmas Market - Annual fundraiser - Noël\". ecole (in French). Retrieved 2021-09-26.\n\"Arrival of Sister Monique from the Republic of Benin\". SITE WEB OFFICIEL DE L'ECOLE SAINT JOSEPH. 14 June 2013. Retrieved 28 June 2014.\nSwietlicki, Antoine (2021-01-05). \"Solesmes : Les enfants de Saint-Joseph relèvent le Jerusalema challenge\". L'Observateur (in French). Retrieved 2021-09-26.\n\"Origami For Life\". Palais de Tokyo (in French). 2021-01-26. Retrieved 2021-09-26.\n\"Une forêt géante d'origamis au Palais de Tokyo\". LEFIGARO (in French). Retrieved 2021-09-26.\n\"Palais de Tokyo : pour chaque oiseau en papier envoyé au musée, un euro est versé au Samu Social de Paris\". France Bleu (in French). 2021-02-11. Retrieved 2021-09-26.\nà 14h40, Par Eric Le Mitouard Le 16 février 2021 (2021-02-16). \"Paris : créez des arbres en origamis et aidez le Samu social\". leparisien.fr (in French). Retrieved 2021-09-26.\n\"Solesmes Inauguration de la halle des sports : un moment de consensus républicain\". La Voix du Nord. 23 June 2018. Retrieved 26 June 2018.", "Ecole Saint-Joseph, Solesmes on education.gouv.fr (Ministry of National Education (France)'s Official Website)" ]

[ "École Saint-Joseph", "History", "Philanthropy", "Sports", "See also", "References", "External links" ]

[ 3131 ]

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[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/1/12/Ecole_Sp%C3%A9ciale_des_Travaux_Publics_du_B%C3%A2timent_et_de_l%27Industrie.jpg" ]

[ "École Spéciale des Travaux Publics, du bâtiment et de l'industrie (ESTP Paris) is a French engineering school and grande école located in Paris.", "The ESTP was founded in 1891 by Léon Eyrolles and was officially recognized by the State in 1921. It is a general engineering school recognized for leading French higher education in the fields of construction and project management. ESTP Paris is one of the most prestigious civil engineering schools in France.\nIt has trained a total of 24,000 engineers and 7,000 construction site managers.\nThe school has also educated since 1891 site managers in building and public works in an undergraduate program.\nIn 1999 the school formed a partnership with Arts et Métiers ParisTech to offer a double-degree program.", "The institution offers courses in building engineering, civil engineering, topography, surveying, electrical engineering granting diplomas and degrees for two- and three-year courses. The college was partly located on Boulevard Saint-Germain, in what has since become New York University's Paris campus, but entirely moved to Cachan, in the southern suburbs of Paris.\nThe college is open to English-speakers who want to study engineering in conjunction with French.", "Notable alumni include:\nPatrick Bernasconi (born 1955), French business executive\nDominique Cerutti (born 1961), French businessman\nLéon Eyrolles (1861–1945), French politician and entrepreneur, founder of the first ESTP\nMenachem Mendel Schneerson (1902–1994), last rebbe of the Lubavitch Hasidic dynasty, philosopher, theologian, engineer, educator and writer\nMoshé Feldenkrais (1904–84), Israeli engineer\nMarc de Garidel, French businessman\nNicolas Grunitzky (1913–69), second president of Togo\nRoger Guérillot (1904–71), French colonist of Ubangi-Shari\nGinette Hamelin (4 March 1913 – 14 October 1944), French engineer and architect; member of the French resistance; died in a concentration camp\nSaad Hassar (born 1953), Moroccan politician\nBruno Itoua (born 1956), Congolese politician\nHarold Martin (born 1954), New Caledonian politician\nGuillaume Sarkozy, French entrepreneur\nJeanne Scelles-Millie (1900–93), French architectural engineer and author\nGilles Tonelli (born 1957), Monegasque engineer, diplomat and politician", "ESTP Website (in English)\nESTP Website (in French)\nFormer site manager students website (in French)" ]

[ "École Spéciale des Travaux Publics", "History", "Courses", "Alumni", "External links" ]

[ 3132 ]

[ 15253, 15254, 15255, 15256 ]

[ "" ]

[ 0 ]

[ "http://upload.wikimedia.org/wikipedia/commons/a/a3/St_Joseph_School_1.jpg" ]

[ "École St. Joseph School is an elementary/middle school in Yellowknife, Northwest Territories, Canada, operated by the Yellowknife Catholic School Board. The school was opened in September 1978 and is named in honour of the Sisters of St. Joseph.\nIn addition to English, St. Joseph's offers the French immersion program for all students. The school had a severe fire caused by arson in 2006, causing the students in the 2006–2007 school year to be held at three different schools. The school went through major renovations until 2010 when all students were brought back to the main building.", "List of schools in the Northwest Territories", "School's website\nYellowknife Catholic Schools", "St. Joseph School at Yellowknife Catholic Schools" ]

[ "École St. Joseph School", "See also", "References", "External links" ]

[ 3133 ]

[ 15257 ]

[ "ESAV in Toulouse" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/b/bd/Ecole_Sup%C3%A9rieure_d%27Audiovisuel_-_Rue_du_Taur_Toulouse.jpg" ]

[ "The École Supérieure d'Audiovisuel (ESAV - Graduate School of Audiovisual) is an educational institute in Toulouse that teaches aspects of filmmaking.\nIt was created in 1978 under the leadership of the University of Toulouse-Le Mirail and Guy Chapouillié. It issues Level 3 license, Master 1 and Master 2 certificates. \nThe Master 2 leads eventually to a PhD course.\nThe school has a library created in 1989 that holds more than 10,000 documents, mainly books and movies in the audiovisual field.\nIt preserves and promotes the works of students of the school.", "Pierre Rigal, dancer and choreographer.\nLaurent Salgues, director of Rêves de poussière (2007).", "\"L'ESAV\". ESAV. Retrieved 2012-03-16. \n\"Médiathèque de l'Ecole Supérieure d'Audiovisuel (ESAV)\". Université de Toulouse. Retrieved 2012-03-16. \n\"ASPHALTE: A CONTEMPORARY DANCE CREATION BY PIERRE RIGAL AND COMPAGNIE DERNIÈRE MINUTE\". France Atlanta. Retrieved 2012-03-16. \n\"Salgues Laurent\". Africine. Retrieved 2012-03-16." ]

[ "École Supérieure d'Audiovisuel", "Notable graduates", "References" ]

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[ "Students at Kicukiro Technical Training Center - Formerly the Ecole Technique Officielle - Where Belgian UN Peacekeepers Abandoned Tutsis to Their Fate - Kicukiro District - Kigali - Rwanda" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/c/c2/Students_at_Kicukiro_Technical_Training_Center_-_Formerly_the_Ecole_Technique_Officielle_-_Where_Belgian_UN_Peacekeepers_Abandoned_Tutsis_to_Their_Fate_-_Kicukiro_District_-_Kigali_-_Rwanda.jpg" ]

[ "The École Technique Officielle was a Salesian secondary school in Kigali, Rwanda. On April 11, 1994, during the 1994 Rwandan genocide, over 2,000 Rwandans were murdered by extremist militia.\nThis event is the subject of the movie Shooting Dogs (also called Beyond the Gates) by Michael Caton-Jones.", "See the OAU report RWANDA - THE PREVENTABLE GENOCIDE. The Report Of The International Panel Of Eminent Personalities To Investigate The 1994 Genocide In Rwanda And The Surrounding Events, Sections 10.13 and 15.47 (online version, 908 KB, last accessed Feb 3, 2012)." ]

[ "École Technique Officielle", "References" ]

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[ "The École alsacienne is a co-educational private school located in the 6th arrondissement of Paris.\nThe school was founded by a group of French Alsatians after the French defeat in the Franco-Prussian War. It then became a model for reforming the school system under the Third Republic, and is still to this day a leading establishment of the French secondary education system.", "The school was officially founded in 1874, after three years of functioning, by teachers and Protestant academics from Alsace who came to France after the annexation of Alsace-Lorraine by the German Empire during the Franco-Prussian War.\nThe new school was an establishment for secondary education based on the model of the Jean Sturm Gymnasium, with the ambition of \"producing a type of man who was cultivated, and combines the virtues of the regional soul with the general qualities of the humanist\". The two first headmasters of the school, Frédéric Rieder (from 1874 to 1891) and Théodore Beck (from 1891 to 1922), were both pastors and former students of the Jean-Sturm Gymnasium.\nLater, the school was headed by Henri Péquignat (1922-1936), Jacques Vallette (1936-1945), Jean Neel (1945-1953), Georges Hacquard (1953-1986), Jean-Pierre Hammel (1986-1988), René Fuchs (1988-2001), Pierre de Panafieu (since 2001).\nThe school rapidly became one of the testing grounds for public education, known as a \"pilot school\". Non-religious since 1874, mixed in 1908, it insisted from its inception on the importance of French (rather than Latin) and foreign languages. It opened a gymnasium and science labs in 1881. Audiovisual methods of teaching were introduced in 1963, with the introduction of CCTV.\nRunning from kindergarten to final year, the École alsacienne is one of the most reputable schools in Paris. Students from the École alsacienne often come from amongst the most privileged sectors of society, due to their selection and admission policies, and its geographic location. However, thanks to its scholarship system and due to the limited price of admission, it has maintained a relative social diversity, with strong attendance from the middle class. The establishment offers relatively few integrated places, as many students stay there throughout their school life. The admissions are mainly made in 6th Form (beginning of middle school), as more than half of the student body is admitted at this time. The school considered opening an establishment in Argenteuil, but the project never took place, due to lack of public investment.", "", "The school uses active methods of teaching. Therefore, the growth of the child is placed at the heart of the education system, even to the detriment of spaces. Teaching of sport, plastic arts, and music is central, including in the creation of a classe à horaires aménagés musique in the college.\nIn order to empower students and their families, the school practices education without punishment or reward.\nLanguages take an important role in the education. German is taught in the first years in the school, but Chinese has been taught since 1963. English courses are obligatory from the beginning of elementary school, and leads to intensive language courses in college and lycée, particularly in the European (specifically English) and Oriental (particularly Chinese) sections.\nSince the 2000s, the Ecole alsacienne has offered exchange programs with some partner schools which includes Beijing Jingshan School, Sydney Grammar School, Theresianum Akademie, Daly College, St. Paul's School (New Hampshire), Maru A Pula School, Hotchkiss School, The Dalton School, Lakefield College School, Ashbury College.", "As the establishment is a private school, education is paid for 912 euros per trimester; there are also scholarships. Entrance is selective: in 2014, there were 300 applications for entry to the 6th Form, for 60 places.", "German (LV1 until 6th form)\nEnglish (from primary, LV1 until 6th form with a class reserved for bilingual students by level, European section from the 4th year.)\nChinese (LV2 until 6th form, LV3 from second, Oriental section from the 4th year)\nSpanish (LV2 from the 5th year, LV3 from the second)\nAncient Greek (option from the second)\nItalian (LV2 from the 5th year)\nLatin (obligatory from the 5th year, optional from the 4th)\nRussian (LV3 from the 4th year)", "In 2015, the lycée was ranked 12th of 109 at departmental level in terms of teaching quality, and 130th at national level. The ranking was based on three criteria: baccalauréat results, the proportion of students who obtain their baccalauréat having studied at the school for their last two years, and \"added value\" (calculated based on the social origin of students, their age, and their diploma results).\nThe Ecole alsacienne is ranked 7th in Paris, and 11th nationwide for 2020.", "The school is found at 109, rue Notre-Dame-des-Champs in Paris, in the 6th arrondissement of Paris (between the Petit Collège and the Premières/Terminales at 128, rue d’Assas), not far from the Port-Royal and the Jardin du Luxembourg.", "", "Paul Ackerman (peintre)\nCatherine Allégret\nJean Claude Ameisen\nGabriel Attal\nAxel Auriant\nJean-Christophe Averty", "Élisabeth Badinter\nÉdouard Baer\nNathalie Baye\nPierre Bellemare\nJean-Paul Belmondo\nPervenche Berès\nNicolas Berggruen\nAdrien Bertrand\nRaphaële Billetdoux\nNino Boccara\nMarc Boegner\nJean de Boishue\nAlain Bombard\nMichel Boujenah\nEmmanuel Bove\nJuan Branco\nThierry Breton\nJean de Brunhoff\nDenis Buican\nMichel Butel\nAgnès Buzyn", "Carlos (chanteur)\nBenjamin Castaldi\nJean-Baptiste Charcot\nGilles Clavreul", "Thomas Dutronc", "Luce Eekman\nIsabelle Eschenbrenner", "Delphine Forest\nPascal Vitali Fua", "Laurent Gaudé\nAndré Gide\nStanislas Guerini\nBoris Guimpel", "Laurens Hammond\nMarina Hands\nNatacha Henry\nChristian Herter\nStéphane Hessel\nIzïa Higelin", "Marc Iselin\nJacques Isorni", "Jacques Ehrmann (homme d'affaires)\nAlexandre Jardin\nJoyce Jonathan\nJul (auteur)", "Wilfrid Kilian", "Jean-Yves Lafesse\nStéphan Lévy-Kuentz\nPierre Louÿs\nDaniela Lumbroso", "Horace Mallet\nElli Medeiros\nMarc Minkowski\nHenry de Monfreid\nAntoine Monis\nJérôme Monod\nThéodore Monod\nVincent Moscato", "Jean-Jacques Pauvert\nGilles Pélisson\nGuillaume Pepy\nFrancis Perrin (physicien)\nMichel Piccoli\nFrédéric Pottecher", "François Rachline\nJean Rosenthal (résistant)\nPatrick de Rousiers\nEmmanuel Roman", "Léa Salamé\nClaude Sarraute\nJoël Schmidt\nColombe Schneck\nGeorges Scott\nMichel Seydoux\nBenjamin Siksou\nSacha Sperling", "Marion Van Renterghem\nJean Veil\nPierre-François Veil\nVercors (écrivain)\nLouis-Charles Viossat", "Paul Wenz\nSonia Wieder-Atherton", "Marie-Cécile Zinsou", "", "Jacques Allier, « Les origines de l’École alsacienne », Bulletin de la Société de l'histoire du protestantisme, vol. 121, 1975, p. 100-112. JSTOR 24294800.\nSylvia Avrand-Margot, « Musique à l'école : éducation musicale à l'école alsacienne (Paris) », in La Lettre du musicien, 1998, 208\nThéodore Beck, Mes souvenirs 1890-1922, Paris, Fischbacher, 1934, 220 p.\nCinquantenaire de l'École alsacienne, Paris, s.d. (1924), 258 p.\nÉcole alsacienne : Paris : inauguration des nouveaux bâtiments : discours (9 juin 1881), Cerf, Paris, 1881, 27 p.\n« L'École alsacienne », les Saisons d'Alsace, 1994\nGeorges Hacquard, Histoire d'une institution française : l'École alsacienne,\ntome 1 : « Naissance d'une école libre 1871-1891 », Paris, Garnier, 1982, 356 p.\ntome 2 : « L'école de la légende 1891-1922 », preface by Jean Bruller, Paris, Suger, 1987, 528 p.\ntome 3 : « La tradition à l'épreuve 1922-1953 », 352 p.\ntome 4 : « L'école du contrat 1953-1986 », 378 p.\nGabriel Monod, Les réformes de l'enseignement secondaire et l'École alsacienne, Paris, 1886\nMaurice Testard, Une belle école. Histoire anecdotique préfilmée de l'École alsacienne, préface by Vercors, Paris, Vigot frères, 1950, 121 p.", "site des anciens élèves de l'école.\nFigaro, Madame (2018-12-09). \"Maternelles (très) privées : le meilleur à tout prix\". Madame Figaro. Retrieved 2020-04-05.\nLtd, Macmillan Education (2015-12-22). Contemporary French Society. Macmillan International Higher Education. ISBN 978-1-349-86105-7.\nFrustration, Revue. \"Comment l'élite fait le choix de l'inégalité des chances à l'école\". Club de Mediapart (in French). Retrieved 2020-04-05.\n\"L'histoire de L'École alsacienne par Roger Gruner\". ecole-alsacienne.org. 7 May 2004 [modified on 20 November 2009]. Retrieved 17 March 2018..\nNatacha Polony, « École alsacienne : les raisons d'un succès », Le Figaro, 21 June 2010, p. 2.\nThe history of the education of women in France meant that mixed education was not generally used in the French education system until the 1960s.\nColombe Schneck, « École alsacienne, les liens du rang », GQ, September 2015, pages 94-98.\nParent, Brice; Ellinger, Morgane (2019-08-20). \"Présentation des échanges linguistiques et culturels\". École alsacienne (in French). Retrieved 2020-04-05.\n\"DGI Language Exchange Trip to Paris - 2012\". Dalton School. 2012-04-15. Retrieved 2020-04-05.\nClassement départemental et national du lycée\nMéthodologie du classement national des lycées français\n\"Classement des lycées 2020 : Lycée L'Ecole alsacienne à Paris\". www.linternaute.com (Figaro Group) (in French). Archived from the original on 2018-04-01. Retrieved 2020-04-05.", "Jean Sturm Gymnasium, private Protestant school in Strasbourg", "Official website\nSite de l'Association des anciens élèves de l'École alsacienne" ]

[ "École alsacienne", "History", "Teaching", "General", "Cost", "Languages studied", "Lycée ranking", "Location", "Notable former pupils", "A", "B", "C", "D", "E", "F", "G", "H", "I", "J", "K", "L", "M", "P", "R", "S", "V", "W", "Z", "Gallery", "Bibliography", "Notes and reference", "See also", "External links" ]

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[ "", "École Centrale de Lille (France) - location in Europe", "", "", "", "", "", "", "", "École Centrale de Lille - Administration hall", "Ecole Centrale de Lille", "École Centrale de Lille - Building E", "École Centrale de Lille - Building C", "Centrale Lille - Rez", "Historical building (1875-1968) - Institut industriel du Nord", "", "", "", "", "", "", "", "", "", "", "" ]

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[ "Located in the campus of Science and Technology (Cité Scientifique) of the University of Lille in Villeneuve-d'Ascq (European Metropolis of Lille - Hauts-de-France); École Centrale de Lille is a renowned graduate engineering school, with roots back to 1854 as the École des arts industriels et des mines de Lille, re-organised in 1872 as Institut industriel du Nord.\nIt is one of the Centrale Graduate Schools.\nIts different curricula lead to the following French and European degrees:\nIngénieur Centralien de Lille (Centralien Graduate engineer Masters program with EUR-ACE EURopean ACcredited Engineer label)\nMasters Recherche & Doctorat (PhD doctorate studies )\nMastères Spécialisés (MS) (Specialized Masters)\nMassive open online course in project management.\nAcademic activities and industrial applied research are performed mainly in French and English languages. Students from a dozen of nationalities participate to the different curricula at École Centrale de Lille.\nMost of the 1,300 graduate engineer students at École Centrale de Lille live in dedicated residential buildings nearby research labs and metro public transports on a science and technology campus (Cité Scientifique) that is shared with 20,000 students from the University of Lille.", "École Centrale de Lille was founded as École des arts industriels et des mines de Lille in 1854, the same year when Louis Pasteur became the dean of Faculté des sciences de Lille and pioneered applied research with industry cooperations, with support of scientists such as Charles Frédéric Kuhlmann. Between 1854 and 1871, students attending the two-year curriculum grew to 90 per annum. Baccalaureate was a prerequisite to admission to the engineering school.\nIn 1872 lectures and research activities in the engineering school were reorganised into a three-year curriculum and developed within its Institut industriel du Nord, with a focus on civil engineering, mechanical engineering, chemistry and manufacturing engineering. Electrical engineering full courses were added in 1892, automobile design has been taught from 1899 onwards. More than 200 students graduated in year 1914. Aerodynamics studies started in 1930. A stress on automatic control and computers was initiated in 1957. Later came courses and research in computer science, supply chain management, materials science, micro-electronics and telecommunications.\nSince early 20th century, student admission has been based on a competitive exam after attending a classe préparatoire aux grandes écoles or similar undergraduate studies.\nÉcole Centrale de Lille was originally located in Lille central district from 1854 to 1875. Larger buildings with dedicated laboratories were inaugurated in 1875 nearby the Faculté des sciences de Lille. It then moved in 1968 in the modern campus of Lille University of Science and Technology (Cité Scientifique), in the south-east suburb of Lille.", "Admission to the Centralien engineering Programme implemented at École Centrale de Lille is possible after two/three year scientific undergraduate studies and requires success to either:\nan admission exam for the Bachelor of Science degree : CASTing - Concours d'Admission sur Titre Ingénieur (2-year curriculum)\na French nationwide selective exam with numerus clausus : concours Centrale-Supelec (3-year curriculum including at least 2 years in France)\na selective application as per TIME double degrees procedures applicable in Europe (2+2-year curriculum, including 2 years in France)\na selective application as per TIME Overseas double degree procedures applicable for selected Universities and Institutes of Technology in Brasil, Canada, Chile, China, Indonesia, Japan, Korea (2+2-year curriculum, including 2 years in France)\na selective application as per IMCC procedure for one-semester or one-year accredited post-graduate study period in France and USA (1 year curriculum)\na specific application process for other international students presented by their originating University.\nThe Centralien Programme typically lasts three years and results in a master's degree, augmented with international experience. Thus undergraduate studies + the Centralien Programme account for more than a cumulated 300 ECTS credit in the European education system.\nHowever, graduate students enrolled in the TIME double degree procedure are required to spend two-years at École Centrale de Lille and spend two years in the TIME-partner institute for a total of four years resulting in a double master's degree.\nNot to mention that 18% students attending courses at École Centrale de Lille are international students, all students enrolled in the Centralien Programme have an international exposure with opportunities to perform industry training and internship in enterprises worldwide, study abroad for 1 year in selected partner institutes providing Master (M2) courses, or be part of the 2+2 year TIME double degree programme.\nIn addition to the Centralien Programme, École Centrale de Lille provides a range of master's degree cursus in science and engineering that are opened to applicants who have completed their undergraduate studies in other institutes. Admission to Masters' second-year research cursus (M2R) is also possible for applicants who have performed their Master's first year (M1) in another institute and wish to focus on a research topic associated to Centrale Lille research labs.\nAdmission to one of the 6 Masters (M1+M2 or M2) from École Centrale de Lille is possible upon an application assessment process based on academic criteria. Note that Masters/Research (M2R) workload is 60 ECTS credits and may be the starting point for doctorate studies. These 6 Masters and a larger number of Masters (M2) from other Centrale Graduate Schools and from partner institutes are also possible as electives for a double degree alongside the Centralien Programme.\nAdmission to one of the 6 Specialized Masters for Master-level specialization and continuing education in specific engineering and management fields is possible upon application assessment based on candidate profile. Prerequisite to apply for this specialized curriculum is to already hold a Master or an equivalent postgraduate degree in a different scientific field. MS lectures at École Centrale de Lille are taught in English and/or in French. MS workload is 75 ECTS credits.\nIn partnership with ENSI Poitiers and ISAE-ENSMA, Ecole Centrale de Lille is a part of the prestigious International Master's Program in Turbulence. At the end of this highly selective two-year program, students are awarded a master's degree in Fluid Dynamics and Turbulence.", "École Centrale de Lille is a member of the European Doctoral College Lille Nord de France that provides 400 doctorate dissertations every year. École Centrale de Lille delivers the Doctorate degree in 7 Engineering Sciences specialities.\nPhD doctorate candidates shall preferably hold a Master of Sciences/Research degree prior to entering doctoral cursus. Academic doctoral research studies and industry-sponsored doctoral research studies can be performed in École Centrale de Lille research labs.\nPhD doctorate candidates and visiting researchers are welcome and should contact directly one of the 7 research labs associated to École Centrale de Lille.\nAutomatic Control, Computer Science and Signal Processing : Laboratoire d'Automatique, Génie Informatique et Signal\nMechanical engineering, fluid mechanics & civil engineering : Laboratoire de mécanique de Lille\nElectrical Engineering and Power Electronics: Laboratoire d'électrotechnique et d'électronique de puissance de Lille\nElectronics, Microelectronics, Nano-technologies :Institut d'électronique de microélectronique et de nanotechnologie\nChemical engineering, Catalysis and Solid Chemistry: Unité de catalyse et de chimie du solide de Lille\nSystems Engineering & Manufacturing : Laboratoire de génie industriel de Lille\nMaterials Science & Processing : Research unit", "Association des Centraliens de Lille (alumni association) supports École centrale de Lille and its graduates, organises conferences, events and funding campaigns for the Foundation Centrale-Initiative.", "Claude Auguste Lamy, chemist, faculty member from 1854 to 1865, known for his discovery of the chemical element thallium in 1862\nJoseph Valentin Boussinesq, mathematician and physicist, faculty member from 1872 to 1886, known for Boussinesq approximation in continuum mechanics\nVictor Henry, linguist, faculty member from 1872 to 1883\nAlfred Mathieu Giard, bio-engineering physicist, faculty member from 1872 to 1882\nBernard Brunhes, physicist, taught electrical engineering until 1885, known for his discovery of geomagnetic reversal\nGaston du Bousquet, taught steam locomotive engineering until 1894\nCamille Matignon, thermo-chemist, faculty member from 1894 to 1898\nHenri Padé, mathematician, faculty member from 1897 to 1902, known for Padé table and Padé approximant\nAlbert Châtelet, scientist known for Châtelet algebraic variety, faculty member from 1913 to 1921, and politician, candidate for French presidential election, 1958\nJoseph Kampé de Fériet, taught fluid dynamics and information theory from 1930 to 1969.", "International role for engineering pedagogy, academic programmes and double degrees, including :\nCentrale Graduate School with Centralien programme and third-year student mobility;\nTop Industrial Managers for Europe (TIME) double degrees network implemented in Europe and worldwide.\nFocal role in Lille Eurodistrict for a pole of excellence with engineering programmes and double degrees with the following specialized institutes located in the neighbourhood of École Centrale de Lille:\nUniversity of Lille for joint Masters curricula and research labs in engineering science;\nÉcole nationale supérieure de chimie de Lille with joint chemical engineering research laboratory, associated to a Masters'degree in Catalysis and Processes, to a Mastère (MS) Spécialisé in Drug design and to a Mastère (MS) Spécialisé in Intellectual Property;\nESC Lille Graduate School of Management joint programme in Entrepreneurship ;\nESA - École Supérieure des Affaires de Lille in a Banking & Finance advanced programme;\nFaculté polytechnique de Mons for MSc in architectural engineering.\nFocal role in Europe for doctoral studies and research labs in engineering domains organised as\nEuropean Doctoral College Lille Nord de France and its Doctoral school of engineering science\nCentrale Lille research labs grouping researchers in Lille and hosting laboratories shared with other institutes\nMember of CARNOT ARTS research institute\nJoint research activities with\nCARNOT C3S,\nCARNOT IEMN (Institut d’Electronique, de Microélectronique et de Nanotechnologie) research institute,\nCARNOT INRETS - IFSTTAR (French institute of science and technology for transport, development and networks),\nCARNOT ONERA (fluid mechanics) Institut de mécanique des fluides de Lille\nJoint researches in computer science with Laboratoire d'Informatique Fondamentale de Lille and with INRIA Lille Nord Europe\nJoint researches in intelligent transportation systems through GRRT research cluster.", "European Network for Accreditation of Engineering Education. \"EUR-ACE label to Ecole centrale de Lille\". eurace.enaee.eu. ENAEE.\n(in French)MOOC Gestion de projet\n\"Archived copy\". Archived from the original on 27 July 2012. Retrieved 21 July 2015.\n\"Histoire\". Archived from the original on 3 December 2012. Retrieved 21 July 2015.\n\"The trainings\". Archived from the original on 14 May 2012. Retrieved 21 July 2015.\n\"CASTing - Concours d'Admission sur Titre Ingénieur\". Archived from the original on 11 April 2008. Retrieved 17 March 2008.\n\"Centrale-Supélec Bienvenue\". Retrieved 21 July 2015.\n\"T.I.M.E. - Top Industrial Managers for Europe\". Retrieved 21 July 2015.\n\"Archived copy\". Archived from the original on 17 July 2012. Retrieved 21 July 2015.\n\"The Ecole Centrale de Lille's international politic\". Archived from the original on 11 October 2008. Retrieved 21 July 2015.\n\"Accueil > CampusFrance\". Archived from the original on 15 July 2010. Retrieved 21 July 2015.\nTIME double degree example : Graduate Engineer & Architect double degree requires two initial years at École Centrale de Lille to attend the core Centralien Programme and select appropriate electives related to architecture, then third and fourth years cursus is related to both Centrale Lille and the TIME partner institute's cursus in Architecture. The students then get both the Centralien Graduate engineer Master's degree and a Master's degree in Architecture from the partner institute, with a capability to work both as an engineer and an architect, in whole Europe\n\"The trainings\". Archived from the original on 22 March 2008. Retrieved 21 July 2015.\nBeyond Centrale Lille's own Masters degrees, students from the Centralien Programme may select among few Masters (M2) from partners institutes in Lille as an integrated elective part of their third year at École Centrale de Lille : elective Masters may be from scientific fields (Applied maths Archived 18 November 2009 at the Wayback Machine and others Archived 2 October 2020 at the Wayback Machine) or from other fields such as Banking & Finance. The third year of the Centralien programme may be also spent either in another Centrale Graduate School or abroad for one year in selected Master (M2) programmes from partner universities.\n\"Continuing education\". Archived from the original on 26 June 2008. Retrieved 21 July 2015.\n\"Formation continue\". Archived from the original on 4 November 2012. Retrieved 21 July 2015.\nhttp://imp-turbulence.ec-lille.fr\n\"Les Ecoles Doctorales Lille Nord de France: Présentation du Collège Doctoral\". Archived from the original on 29 October 2007. Retrieved 21 July 2015.\n\"The trainings\". Archived from the original on 16 November 2012. Retrieved 21 July 2015.\n\"Laboratories\". Archived from the original on 17 July 2012. Retrieved 21 July 2015.\nLAGIS: LABORATOIRE D'AUTOMATIQUE, DE GENIE INFORMATIQUE ET SIGNAL UMR CNRS 8146\nLML: LABORATOIRE DE MECANIQUE DE LILLE UMR CNRS 8107 - Member of CARNOT ARTS Institute\n\"LABORATOIRE D'ELECTROTECHNIQUE ET D'ELECTRONIQUE DE PUISSANCE DE LILLE - Recherche, Développement et Innovation en Génie Electrique\". Archived from the original on 27 November 2006. Retrieved 21 July 2015.\nIEMN: INSTITUT D'ELECTRONIQUE, DE MICROELECTRONIQUE ET DE NANOTECHNOLOGIE Archived 7 December 2008 at the Wayback Machine UMR CNRS 8520 - CARNOT IEMN Institute Archived 5 July 2010 at the Wayback Machine\nUCCS: UNITE DE CATALYSE ET DE CHIMIE DU SOLIDE UMR CNRS 8181\nMaster degree in Systems engineering - LGIL: LABORATOIRE DE GENIE INDUSTRIEL DE LILLE Archived 24 December 2008 at the Wayback Machine - (Centrale Graduate School -Laboratoire de Recherche en Génie Industriel) Archived 31 March 2008 at the Wayback Machine associated to CARNOT C3S Institute Archived 14 November 2008 at the Wayback Machine and in cooperation with European Doctoral College Lille Nord de France\n\"École Centrale de Lille - Accueil\". Retrieved 21 July 2015.\nCentraliens de Lille alumni association Archived 25 July 2011 at the Wayback Machine\n\"History\". Archived from the original on 18 July 2012. Retrieved 21 July 2015.\n\"Catalogue des formations de l'université de Lille 1 - Sciences et Technologies\". Archived from the original on 2 October 2020. Retrieved 21 July 2015.\n\"ED SPI: Documents et textes règlementaires\". Archived from the original on 21 June 2015. Retrieved 21 July 2015.\n\"Banking & Finance advanced programme\". Archived from the original on 19 April 2008. Retrieved 28 March 2008.\n\"Université de Mons\". Archived from the original on 3 September 2009. Retrieved 21 July 2015.\n\"ED SPI: Home\". Archived from the original on 21 June 2015. Retrieved 21 July 2015.\n\"CARNOT ARTS research institute in engineering sciences\". Archived from the original on 25 September 2009. Retrieved 26 March 2008.\n\"Untitled Document\". Retrieved 21 July 2015.\n\"IEMN - Institut d'Electronique, de Microélectronique et de Nanotechnologie\". Archived from the original on 14 June 2008. Retrieved 21 July 2015.\n\"IFSTTAR- CARNOT INRETS (Institut National de Recherche sur les Transports et leur Sécurité) research institute on Intelligent Transport Systems in Villeneuve d'Ascq\". Archived from the original on 29 July 2008. Retrieved 28 March 2008.\n\"ONERA - Le centre Onera de Lille\". Archived from the original on 18 December 2008. Retrieved 21 July 2015.\n\"INRIA Lille Nord Europe (Villeneuve d'Ascq) research in computer sciences\". Archived from the original on 19 March 2008. Retrieved 28 March 2008.\n\"Laboratoires\". Retrieved 21 July 2015.", "Centrale Lille Graduate School: Centrale Lille web site\nCentrale Lille : library & documentation centre\nCentrale Lille students Portal Archived 5 April 2008 at the Wayback Machine\nCentrale Lille students union site Archived 5 July 2013 at the Wayback Machine\nCentrale Lille : new students integration site Archived 15 April 2008 at the Wayback Machine\nTop Industrial Managers for Europe (TIME network)\n(Wikimapia) Map of École centrale de Lille" ]

[ "École centrale de Lille", "History", "Admission", "Research", "Alumni", "Notable faculty", "École Centrale de Lille as a hub for engineering science", "References", "External links" ]

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[ "François Barthélemy Arlès-Dufour, co-founder of the École centrale de Lyon" ]

[ 1 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/42/Arl%C3%A8s-Dufour_%28Nadar%29.jpg" ]

[ "The École centrale de Lyon (ECL) is a research university in greater Lyon, France. Founded in 1857 by François Barthélemy Arlès-Dufour in response to the increasing industrialization of France, it is one of the oldest graduate schools in France. The university is part of the Grandes Écoles, a prestigious group of French institutions dedicated to engineering, scientific research, and business education. The current 45-acre (18 ha) campus opened in 1967 and is located in the city of Ecully.\nThe École centrale de Lyon is traditionally known for its research and education in applied science and engineering. It excels in the research fields of acoustics, biosciences and nanotechnology, and is continuously ranked in the top five Grandes Écoles for the quality of its engineering graduate programs. The school is well-reputed for educating and training highly skilled engineers through many specialized graduate programs with a strong emphasis on laboratory instruction. Students graduate with a degree known as the diplôme d'ingénieur, which is an academic title protected by the French government and equivalent to a Master of Science, or with a Ph.D. upon completion of their doctoral studies.\nThe École centrale de Lyon has strong ties with top institutions in Europe including Imperial College London and Darmstadt University of Technology. The university is one of the founding members of the Ecoles Centrales Group network (with campuses in Paris, Nantes, Lille, Marseille, and Beijing). It is also a founding member of University of Lyon's center for Research and Higher Education, which has over 120,000 students. Thus, it shares many of its Ph.D. programs with other institutions part of University of Lyon such as INSA Lyon, École Normale Supérieure de Lyon, and Claude Bernard University Lyon 1.", "It was founded in 1857 on a private initiative by Désiré Girardon, who was its first president. The founding vision was to educate multidisciplinary engineers for the emerging industry (“doctors for fabs and plants”). The institution was given to the French State Ministry of Education in 1947. Initially located downtown Lyon, it was transferred to Écully, its current location.", "1857: Birth of the Lyons Central School for Industry and Commerce, on the initiative of Desire Girardon, a professor at La Martiniere School, an institution for the teaching of advanced industrial science and based primarily on the methods of La Martiniere school. The school was located at the corner of the Rue d'Enghien (later Rue Vauban) and the course of Bourbon (later Castellane dock and pier-General Sarrail).\n3 November 1857: Opening of the school with 14 students, who are promoting an issue, that of 1860.\n1860: The first class graduated, it will be followed by a promotion of 17 students.\n1869: Transfer of School Augagneur dock.\n1887: The school was officially placed under the patronage of the Chamber of Commerce of Lyon.", "1901: Transfer street Chevreul on land donated by the city of Lyon in the person of its mayor, Edouard Herriot.\n1930: First woman in a promotion.\n1947: Assignment of the school to the state.\n1949: Creation of the student association.\n1963: Establishment of joint competition with the Ecole centrale de Paris.", "1967: Transfer in Ecully, creation of a campus in the \"American\".\n1968: First agreement with the School of Darmstadt (Germany).\n1970: New name: École centrale de Lyon (English: Central School of Lyon) and first class of over 100 engineering students.\n1980: First agreements with Japan and the United States.\n1983: First batch of over 200 engineering students.\n1990: Creation of the Intergroup schools \"Central\", the first agreement with China.\n1992: School is a Public Establishment Scientific and Cultural Professional, the first agreement with the countries of Central and Eastern.\n1996: Creation of the European university network for dual degrees (TIME network).\n2000: First agreements with countries in South America (Argentina, Chile, Brazil etc.).\n2001: First batch of over 300 students.\n2002: Opening an office in Shenzhen, China.\n2003: Opening of the Franco-Russian center for technology transfer.\n2005: Creation of central Beijing.\n2007: Intergroup is the group of central schools with Lille, Lyon, Marseille, Nantes and Paris.\n2006-2007-2008: 150th anniversary of the Ecole centrale de Lyon.\n2009: Yin Yang - Alliance project between Central and Lyon Business School EM LYON.\n2011: Agreement with France AEROTECH", "The centralien program is the main academic program offered by the École centrale de Lyon, as a Centrale Graduate School. It is quite different from typical university or college studies; and specific to the French system of grandes écoles. The engineering degree of École centrale de Lyon (ingénieur centralien or “centralien engineer”) is a Master of Science degree.\nThe defining characteristic of the curriculum is that it is multidisciplinary, with studies focusing on all math and physics derived engineering specialties: mechanics, physics, materials, fluid mechanics, electrical engineering, applied mathematics, civil engineering, aeronautics, computer science, telecommunications and micro-nano-biotechnology.", "The large majority of the students are admitted after two to three years of classes préparatoires, known as \"mathematics superior\" and \"mathematics special\", which are an undergraduate courses with almost exclusive emphasis on math and physics. These undergraduate students must then take a nationwide competitive entrance examination (Concours Centrale-Supélec) to enter a Centrale Graduate School, including Ecole centrale de Lyon. Ecole centrale de Lyon recruits among the top 6% of the students in classes preparatoires, who represent themselves 7% of higher education students, which makes it a selective and prestigious institution.\nA few seats are available each year to select students from French universities after completion of three or four years of post high-school education.\nA significant contingent of students also comes from leading international universities which belong to the TIME network.", "Education at the ECL is multidisciplinary and typically lasts three to four years. During the first two years (tronc commun, or \"core curriculum\"), students take mandatory classes in science (mathematics, physics); in engineering (solid mechanics, heat transfer, digital image processing, computer programming) and in social sciences (economics, management, foreign languages). Students are then offered to sign up for different engineering specialties during their last year at the school. After completing these three years of education, they receive the degree of ingénieur de l'École centrale de Lyon, more commonly called ingénieur centralien.", "The École centrale de Lyon belongs to the French Centrale Graduate School, together with École centrale Paris, École centrale de Lille, École centrale de Nantes, École centrale de Marseille and École centrale de Pékin (Beijing, China).\nSince 1857, the school has built important international ties. Students come from around the world to study for several years on the school campus. école centrale students may also obtain a double diploma at one of several partner schools. Furthermore, the école is one of the founding members of the TIME network. (member list)", "Centrale Graduate School\nÉcole centrale Paris (FR-ECP) TIME-in - TIME-out\nÉcole centrale de Lille (FR-ECLi) TIME-in - TIME-out\nÉcole centrale de Lyon (FR-ECLy) TIME-in - TIME-out\nÉcole centrale de Marseille (FR-ECM) TIME-in TIME-out\nÉcole centrale de Nantes (FR-ECN) TIME in&out\nEcole Nationale des Ponts et Chaussées (FR-ENPC)\nÉcole Nationale Supérieure de Techniques Avancées (FR-ENSTA)\nÉcole Nationale Supérieure de l'Aéronautique et de l'Espace (FR-Supaero)\nÉcole Supérieure d'Électricité (FR-Supelec)", "Austria\nTechnische Universität Wien (AT-TUW) TIME-out - TIME-out - TIME-in\nBelgium\nFaculté polytechnique de Mons (BE-FPMS) TIME-out - TIME-in\nUniversity of Louvain (UCLouvain, BE-UCL) TIME out&in\nUniversité libre de Bruxelles (BE-ULB) TIME-out -TIME-in\nUniversity of Liège (BE-ULG) TIME-out&in\nVrije Universiteit Brussel (BE-VUB) TIME out - TIME-in\nCzech Republic\nČeské vysoké učení technické v Praze (CZ-CVUT)\nDenmark\nDanmarks Tekniske Universitet (DK-DTU) TIME in&out\nFinland\nTeknillinen Korkeakoulu (FI-TKK)\nGermany\nRheinisch-Westfälische Technische Hochschule Aachen (DE-RWTH)\nTechnische Universität Berlin (DE-TUB) Internationale Beziehungen TIME in&out\nTechnische Universität Darmstadt (DE-TUDa) TIME in&out\nTechnische Universität Dresden (DE-TUDr) TIME in&out\nTechnische Universität München (DE-TUM) TIME in&out\nUniversität Erlangen-Nürnberg (DE-UEN)\nUniversität Stuttgart (DE-UST)\nGreece\nAristotle University of Thessaloniki (GR-AUTH)\nEthniko Metsovio Polytechnio Athina (GR-NTUA)\nHungary\nBudapest University of Technology and Economics (HU-BUTE)\nItaly\nPolitecnico di Milano (IT-PoliMi) TIME-in&out\nPolitecnico di Torino (IT-PoliTo)\nUniversità degli Studi di Padova (IT-UniPd) TIME in&out\nUniversità degli Studi di Trento (IT-UniTn) TIME in&out\nNorway\nNorwegian University of Science and Technology (NO-NTNU) TIME in&out\nPoland\nWroclaw University of Technology (PL-WUT)\nPortugal\nInstituto Superior Técnico (PT-IST)\nRussian Federation\nBauman Moscow State Technical University (RU-BMSTU) TIME in&out\nMoscow State Technical University of Radio Engineering (RU-MIREA) TIME in&out\nTomsk Polytechnic University (RU-TPU)\nSpain\nUniversidad Politécnica de Madrid (ES-UPM) TIME in&out\nUniversidad Politécnica de Valencia (ES-UPV) TIME in&out\nUniversidad Pontificia Comillas (ES-UPCo)\nUniversidad de Sevilla (ES-USE)\nUniversitat Politécnica de Catalunya (ES-UPC)\nSweden\nChalmers Tekniska Högskola (SE-CTH)\nKungl. Tekniska Högskolan (SE-KTH) TIME in&out\nLunds Tekniska Högskola (SE-LTH) TIME in&out\nSwitzerland\nEidgenössische Technische Hochschule Zürich (CH-ETHZ)\nÉcole Polytechnique Fédérale de Lausanne (CH-EPFL)\nUnited Kingdom\nQueen's University of Belfast (GB-QUB)\nImperial College London (GB-ICL)", "Brazil\nFederal University of Rio de Janeiro (BR-UFRJ) \nState University of Campinas (BR-UNICAMP) \nJapan\nKeio university \nDoshisha university \nTohoku university", "The École centrale de Lyon is highly involved in research, and has the highest rate of PhD lecturers amidst the French grandes écoles.\nECL hosts six research centers related to the CNRS - French National Center for Scientific Research:\nAmpère: electrical engineering, electromagnetism, control engineering, microbiology \nICJ: applied mathematics \nINL: Lyon Institute of Nanotechnology \nLMFA: fluid mechanics and acoustics \nLTDS: tribology and systems dynamics \nLIRIS: computer science, signal and image processing", "The overall objective of the research at Ampere is the management and rational use of energy in the systems in relation to their environment.\nAmpère was born in 2007:\nfusion of CEGELY (Center of Electrical Engineering of Lyon) and LAI (Laboratory of Automation Industrielle de Lyon), and\nintegration of researchers in environmental microbiology.\nContractualised with CNRS and three establishments in Lyon (ECL, INSA, UCBL), Ampere has over 160 employees.\nTags:\nMaterials of electrical engineering, power electronics, high-voltage, EMC, electromagnetic modeling.\nControl-command, mechatronics, fluid power, robotics, medical diagnosis and dependability.\nGene transfer and bacterial adaptation, ecological engineering.\nThe laboratory is organized into three scientific departments:\nElectric power: to create and optimize the devices for transportation, distribution and conversion of Electrical energy, taking into account their environments.\nBioengineering: the emergence of fundamental concepts, methods and applications in bioengineering by a synergy between electrical engineering, science of microsystems and biology.\nMethods for Systems Engineering: develop new methods of analysis and synthesis design constraints controlled integrating control, reliability and monitoring of multi-physical relationship with their environment.", "Camille Jordan Institute for mathematical sciences.", "The Institute of Nanotechnologies of Lyon was created on 1 January 2007, through the merger of three laboratories: the Laboratory of Electronics, Optoelectronics and Microsystems (Laboratoire d'Electronique Optoélectronique et Microsystèmes - LEOM) of Ecole centrale de Lyon, the Laboratory of Material Physics (Laboratoire de Physique de la Matière - LPM) of INSA de Lyon and the Laboratory of Electronics Nanotechnologies and Sensors (Laboratoire d'Electronique Nanotechnologies et Capteurs - LENAC) of Université Lyon 1.\nThe Lyon Institute of Nanotechnology (INL) is a fundamental and applied research laboratory in the field of micro- and nano-technology. Its mission is to conduct research towards the development of fully-fledged technologies for a broad range of application sectors (semiconductors and micro-electronics, telecoms, energy, health, biology, industrial control, defence, environment).\nResearch is organised around four main topics (organized in departments):\nFunctional Materials, Electronics, Photonics & Photovoltaics and Biotechnology and Health.\nThe research programs draw on the resources of the Lyon-based Nanolyon technology platform.\nA transversal research operation is specifically dedicated to the development of nanocharacterization tools and techniques.\nThe laboratory is situated on the campuses of Ecole centrale de Lyon, INSA Lyon, University of Lyon 1 and CPE. It comprises 120 permanent staff and approximately 95 non-permanent staff. The annual budget excluding salaries is about 3M€.", "The LMFA is a joint research unit attached to the CNRS, Ecole Centrale de Lyon, Université Claude Bernard Lyon 1 and INSA Lyon. It is a member of the Institut Carnot Engineering at Lyon.\nThe activity of the laboratory is organized around four research groups: Centre for Acoustics, Fluid complex and Transfers Turbomachinery, Turbulence and Stability.\nThe research focuses on the physics and modeling of turbulence, hydrodynamic instabilities, two-phase flows, environmental fluid mechanics, aerodynamics internal thermal phenomena coupled aeroacoustics, acoustic propagation, methods of solving Navier–Stokes equations, the active or passive control of flow, microfluidics.\nThis research lead to numerous collaborations with industry players and institutional areas of transport, environment and energy. The goal is to provide developers with the tools of analysis and modeling to optimize their products or processes and reduce the energy and environmental impact.\nIn the transport sector, the LMFA developed an expertise on turbine (axial compressors of aircraft engines, turbo and centrifugal machines) on the reduction of noise (cars, planes, TGV) and the new engine cars. Research in the environment focuses on mass transfer in the atmosphere, environmental hydraulics, noise and noise pollution, industrial hazards. The study covers the energy sector, particularly in terms of process optimization fluids, nuclear or oil phase flow, hydraulic turbines, new energy sources", "The Laboratory of Tribology and Systems Dynamics, was created in 1992 and in January 1995 became a Mixed Unit of Research CNRS-MESR (ECL-ENISE) (UMR 5513) which depends on the Scientific Department Engineering and Information Sciences and Technologies, depending on Section 9 of the Evaluation National Committee. LTDS is on two sites: centrale Lyon (main site) and the National School of Engineers at Saint-Etienne.\nIts scientific field is broad and covers tribology (study of friction, wear, lubrication, adherence), systems dynamics (control of vibrations and stability of systems and machine parts) Solids Mechanics (structures calculation) and transformation processes (cut, assembly, etc.).\nThe LTDS's existence is due to the succession of the following events:\n1970: Creation of Surfaces Technology Department at Centrale Lyon by J.M. Georges\n1974: Association to CNRS: Surfaces Technology Laboratory, URA 855.\n1991: Proposal of widening to Solids Mechanics Department from Centrale Lyon and to Interfaces Physics Department from ENISE.\n1993: Creation of Laboratory of Tribology and Systems Dynamics, Director J.M. GEORGES. Change of direction: P. Kapsa Director.", "LIRIS (Laboratoire d’InfoRmatique en Image et Systèmes d’information) was created in 2003 through the merging of several former laboratories involved in Communication and Information Technology research. LIRIS is affiliated to CNRS (Centre National de Recherche Scientifique) under the label UMR 5205.\nThe laboratory involves 280 people with 94 faculty members and researchers from INSA de Lyon, Université Claude Bernard Lyon 1, Ecole Centrale de Lyon, Université Lumière Lyon 2 and CNRS.\nThe laboratory is organized in two departments:\nImage department: It has approximately 40 faculty members (12 professors, 28 associate professors) and 3 permanent researchers. The department incorporates five research teams. The research activities of the department cover a wide variety of methods for sensors (2D, 2D+t, 3D) data analysis, for a better understanding and for multidimensional data modeling. Hence, the research activities cover the areas of image analysis, modeling, simulation and rendering. Various data representation models are investigated, including regular grids of sensors, graphs, mesh, geometric models, procedural models, statistical or physical models. The hybridization of these models can yield to the enrichment of the representation space. The developed techniques rest on competencies of the research teams around image and signal processing, geometric modeling, algorithmic geometry, discrete geometry, topology, graphs, realistic rendering and augmented reality.\nData, Knowledge and Services (DCS) department: The DCS department is organized around five research teams involving 44 faculty members (11 professors, 33 associate professors). The research activities of the department cover a wide variety of theories, methods, and applications of information technology to the management of data, knowledge and services. It covers the following areas: knowledge discovery (data mining, complex systems modeling, knowledge engineering), data and services engineering (security and confidentiality, modeling, integration and querying, service composition).\nThe laboratory leads research on fundamental issues in these areas (image, and data, knowledge and services). It also investigates applications with an impact on society:\nCulture and heritage (digital libraries, critical edition, digitization of ancient documents, archiving, 3D virtual museums, etc.)\nAmbient intelligence (pervasive systems, sensor networks, intelligent video surveillance, secured communicating objects, etc.)\nBiology and health (data mining, complex systems modeling and analysis, e-health, etc.)\nHuman learning (personalization, cognitive assistance, collaborative learning, etc.)\nDigital entertainment (video games, animated cinema, multimedia data processing, etc.)", "Luc Court (1883), French automobile manufacturer\nPaul-Émile Victor (1928), explorer\nMarc Riboud (1947), photographer\nPhilippe Kruchten (1975), software engineer, professor of software engineering\nHervé Renaudeau (1979), former head of the Institut Polytechnique des Sciences Avancées\nLaurent Naouri (1986), French bass-baritone\nLaurent Baumel (1989), French politician", "Henri Dulac, French mathematician", "In addition to the centralien engineering programme, the École centrale de Lyon offers a broad range of master's programs in science and engineering (1 or 2 year-programmes). These programmes are opened to applicants having completed their undergraduate studies at other institutions.\nThe ECL also has a PhD program for students with a master's level. More than 100 doctoral candidates work in five different laboratories in the school.", "Intergroupe des écoles centrales", "(in French)Elargissement du réseau FRANCE AEROTECH et signature d’une charte de gouvernance\nHistory | École centrale de Lyon http://www.ec-lyon.fr/en/centrale-lyon/history\n\"Palmarès des écoles d'ingénieurs 2017 selon le critère Ouverture internationale - L'Etudiant\". www.letudiant.fr. Archived from the original on 2016-12-10. \n(in French)Elargissement du réseau FRANCE AEROTECH et signature d’une charte de gouvernance\nFigures (in French)", "Official website\nÉcole centrale de Lyon library website\nÉcole centrale de Lyon on Facebook\nÉcole centrale de Lyon on Twitter\nHistoire de l'Ecole Centrale de Lyon website" ]

[ "École centrale de Lyon", "History and location", "Growth", "At the heart of Lyon", "Opening internationally since the campus Écully", "Academics", "Admission", "Curriculum", "National and international ties", "France", "Europe", "America, Asia and Africa", "Research", "Ampère", "ICJ", "INL", "LMFA", "LTDS", "LIRIS", "Notable alumni", "Notable teacher", "The Graduate School", "See also", "References", "External links" ]

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[ 15311, 15312, 15313, 15314, 15315, 15316, 15317, 15318, 15319, 15320, 15321, 15322, 15323, 15324, 15325, 15326, 15327, 15328, 15329, 15330, 15331, 15332, 15333, 15334, 15335, 15336, 15337, 15338, 15339, 15340, 15341, 15342, 15343, 15344, 15345, 15346 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c2/Logo_ECM_BLEU_rect_2018.png" ]

[ "The École Centrale de Marseille is a leading graduate school of engineering (or Grande école of engineering) located in Marseille, the second largest city in France. The École Centrale de Marseille was created in 2006 by the merging of different previous institutions and has its origins from the École d'ingénieurs de Marseille founded in 1890. It is one of the Centrale Graduate Schools (Paris, Lyon, Lille, Nantes, Marseille and Beijing) and a member of the TIME (Top Industrial Managers for Europe) network.", "The Ecole Centrale de Marseille is a multidisciplinary school, where the great majority of the students have endured two or three years of intensive maths and physics training (known as prepa).\nThe students do not have any particular major before the last year (Master's level), during which they have to choose among a few electives:\nMechanical engineering\nChemical engineering\nPhysics, optics and electrical engineering\nBusiness Administration and Finance\nMathematics and computer science\nThe students can also complete their last year in one of the other Centrale Graduate Schools or be part of an exchange program.\nThere are three-years PhD programs available in all the aforementioned domains of research (the students are required to have completed a Master's program).", "Being a part of the TIME (Top Industrial Managers for Europe) network, the school has exchange program with many universities across the world, among them Technical University of Munich (Germany), Cranfield University (UK), Royal Institute of Technology (Sweden), Penn State (USA), University of São Paulo (Brazil), University of Waterloo (Canada), Keio University (Japan) or University of Chile (Chile).", "Eight research laboratories are under the joint leadership of Ecole Centrale Marseille and Aix-Marseille University :\nLaboratory for Mechanics and Acoustics (LMA - Laboratoire de Mécanique et d'Acoustique)\nInstitut Fresnel (Optics, Photonics and Signal Processing)\nInstitute of Research on Non Equilibrium Phenomena (IRPHE - Institut de Recherche sur les Phénomènes Hors Équilibre)\nInstitute of Molecular Sciences of Marseille (iSm2 - Institut des sciences moléculaires de Marseille)\nMechanics, Modelling and Clean Processes (M2P2 - Mécanique Modélisation et Procédés Propres)\nResearch Group in Quantitative Economics of Aix-Marseille (GREQAM - Groupe de Recherche en Économie Quantitative)\nLaboratory of Analysis, Topology, and Probability (LATP - Laboratoire d’Analyse, Topologie, Probabilités)\nLaboratory of Fundamental Computer Science (LIF - Laboratoire d’Informatique Fondamentale)", "Ecole Centrale de Marseille is ranked among the top 20 French Grandes Ecoles, though it doesn't appear in international rankings due to its very limited number of students (250 students for the class of 2016).", "The alumni network is made of over 14,000 graduates.", "Simon Méry, co-founder in 1899 of the French motor company Turcat-Méry\nMalika Haimeur (1956–), awarded the Irène Joliot-Curie Prize for Women & Business in 2009\nAlain Dutheil (1969), former COO at STMicroelectronics, former CEO at ST-Ericsson\nFrançois Guibert (1978), CEO at STMicroelectronics Asia-Pacific", "\"Admission & informations | Formation\".\nhttps://www.centraliens-marseille.fr", "Official website" ]

[ "École centrale de Marseille", "Academic profile", "Exchange programs", "Research", "Rankings", "Alumni", "Notable alumni", "References", "External links" ]

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[ 15347, 15348, 15349, 15350, 15351, 15352 ]

[ "The school's facade", "David d'Angers' statue of Xavier Bichat in the courtyard", "Floor plan", "", "" ]

[ 0, 1, 2, 2, 2 ]

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[ "The École de Chirurgie (\"School of Surgery\") is a historic building located at 10–12 rue de l'École de Médecine in the 6th arrondissement of Paris. Today it is the headquarters of the Paris Descartes University.", "The building was designed by the architect Jacques Gondouin from 1769 to 1774 after surgery came to be recognized as a specialized discipline in the medical sciences. This was due to the respect that King Louis XV had for his Premier Chirurgien (surgeon), Germain Pichault de la Martinière. Consequently, an independent academy for surgery was established in 1731 and ratified in 1750. Previously, surgeons had been confused with barbers.\nThe ground floor housed a rectangular theatre for the instruction of midwives, a chemistry lab, a public hall, a room reserved for students in training for the army, and a small hospital. The second level housed a library for displaying medical instruments, several lecture rooms, and offices. Gondoin's original plan for the forecourt also included a civil prison that would have supplied corpses, yet it was never built. The most important section of the complex was the hemispherical amphitheatre located at the rear.\nThe building is currently a part of the Université René Descartes focusing on the medical and social sciences. The university is public and enrolls over 30,000 students.\nThe school is a prime example of neo-classical architecture in France inspired by Gondoin's second visit to Italy. It is Gondoin's only known work in architecture.", "Gondoin on his building: It is \"a monument of the beneficence of the King...which should have the character of magnificence relative to its function; a school whose fame attracts a great concourse of Pupils from all nations should appear open and easy of access. The absolute necessity of columns to fulfill these two objects, is alone sufficient to protect me from the reproach of having multiplied them unduly.\"\nEcole de Chirurgie changed the hôtel typology by building in the style for a public building versus a private house. Three wings surround a court acting as circulation for the entire building. Situated on an irregular plot, the Ecole is able to appear symmetrical. Gondoin placed a screen of Ionic columns along the facades of both the walls facing the court and the street. A plain frieze rests directly upon the column capitals.\nAbove the main entry arch, lying between the entablature and the upper cornice on the street façade is an Ionic relief panel, designed by Pierre-François Berruer. The relief panel depicts the muse of architecture giving a scroll of the building plan to the god of medicine.\nThe hemispherical anatomy theatre is at the rear. It is signified by the exterior by a Corinthian portico featuring freestanding columns. As a purely symbolic temple front, entrance occurs from the sides. Modeled after the Pantheon, it is lit by an oculus. A coffered ceiling drapes over the main stage and seating for 1200 spectators including the public, not just students. The people of the time saw surgery as a progressive movement and wanted to be a part of it. A semicircular lunette above the main doorway shows portraits of famous predecessors including Le Martinière along with paintings showing the King encouraging their progress and the gods engaged in transmitting the principles of anatomy.", "Gondoin's design for the main theatre was copied later in debating chambers and post-revolutionary government buildings. The French National Assembly at Luxembourg follows this model as well.", "Braham, p. 139.\nBraham, pp. 141-143.\nBraham, p. 144.\nBraham, pp. 139-140.\nAyers, p. 128.\nBraham, p. 140.\nBraham, p. 141.", "Ayers, Andrew. The Architecture of Paris: An Architectural Guide Axel Menges, 2004.\nBraham, Allan. The Architecture of the French Enlightenment. Berkeley, CA: University of California Press, 1980." ]

[ "École de Chirurgie", "History", "Architecture", "Legacy", "References", "Bibliography" ]

[ 3174 ]

[ 15353, 15354, 15355, 15356, 15357, 15358, 15359, 15360 ]

[ "School building" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/4b/Meckenheimer_Stra%C3%9Fe_45.JPG" ]

[ "École de Gaulle-Adenauer (German: Schule de Gaulle-Adenauer) or École française de Gaulle-Adenauer (EFDGA), formerly the Lycée Français de Gaulle-Adenauer, is a French international school in Mehlem, Bonn, Germany. As of 2015 it has 176 students, including 75 école maternelle (preschool) students and 101 primary students.", "It was established in 1950, with collège lower secondary classes beginning in 1961 and Baccalauréat classes established as of 1984. The AEFE began contracting with the school in 1990. That year the school received the name \"Lycée de Gaulle-Adenauer,\" after Charles de Gaulle and Konrad Adenauer.\nSecondary classes were terminated after the French embassy moved from its Bonn facility to Berlin in 1999.\nIn 2008 the school moved to a temporary site at Domhofstraße during a renovation and expansion of its buildings. It moved back to its current location on Meckenheimer Straße in 2010.", "German international schools in France:\nInternationale Deutsche Schule Paris\nDFG / LFA Buc\nDeutsche Schule Toulouse", "Édouard Philippe, former Prime Minister of France", "Media related to École de Gaulle-Adenauer at Wikimedia Commons\nÉcole de Gaulle-Adenauer (in German)\nÉcole de Gaulle-Adenauer (in French)", "\"Mentions légales\"/\"Impressum.\" École de Gaulle-Adenauer. Retrieved on September 20, 2015. \"Meckenheimer Straße 45 - 53179 Bonn\"\n\"BONN Ecole française de Gaulle-Adenauer .\" AEFE Europe. Retrieved on September 20, 2015.\n\"Les dates clés de l’École de Gaulle-Adenauer\"/\"Meilensteine der École de Gaulle-Adenauer.\" École de Gaulle-Adenauer. Retrieved on September 20, 2015." ]

[ "École de Gaulle-Adenauer", "History", "See also", "Alumni", "External links", "Notes" ]

[ 3175 ]

[ 15361, 15362, 15363 ]

[ "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Musée de l'École de Nancy" ]

[ 0, 0, 0, 2, 2, 2, 2, 2, 2, 2, 2, 2, 3, 3, 3, 4, 4, 4, 4, 4, 5, 5, 5, 5, 5, 6 ]

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[ "École de Nancy, or the Nancy School, was a group of Art Nouveau artisans and designers working in Nancy, France between 1890 and 1914. Major figures included the furniture designer Louis Majorelle, ebonist and glass artist Jacques Grüber, the glass and furniture designer Émile Gallé, and the crystal manufactory of Daum. Their work was largely inspired by floral and vegetal forms found in the region. The goal of the group was to produce in series ordinary objects, such as furniture, glassware, and pottery, with fine craftsmanship and in original forms, making art objects available for people's homes.", "The Nancy School emerged from dramatic events in the history of Lorraine, which had become a province of France in 1776. After the French defeat in the Franco-Prussian War in 1870, neighboring Alsace and a large part of Lorraine were ceded to the German Empire, but Nancy remained inside France. The division resulted in a large exodus of French artists, artisans, teachers, and businessmen from German-occupied Lorraine to Nancy. The population of Nancy grew to 100,000, making it the largest city in Eastern France, and the city became the economic, political, and cultural center of the region. It became a center for the manufacture of textiles, leather, beer, glass, and ceramics. Because of its strategic importance near the German frontier, it also had excellent transportation connections to Paris and the rest of France.\nThe Nancy School was formally organized in 1901 by a group of young craftsmen in the city. It had existed informally since 1894, when a group of artists participated in the new Lorraine Society of Decorative Arts. The new group was led by Émile Gallé. The group participated with great success in the Paris Universal Exposition of 1900. Gallé particularly urged artists to return to nature as their principal source of inspiration.\nThe formal goals of the School, published on February 13, 1901, declared that it was \"A provincial alliance of the industries of art\". It was to organize expositions and artists' workshops, to encourage the reform of artistic education, and to adapt the arts to industrial methods of production. The manifesto of the school declared that utility should be the chief requirement of the work created, and that they should be designed, as much as possible, after the natural flora of Lorraine, especially ginkgo, pennywort, giant hogweed, water lily, thistle, gourd, and creatures such as dragonflies. The members of the founding committee were Émile Gallé, Louis Majorelle, Jean-Antonin Daum, and ebenist and furniture designer Eugène Vallin.", "Glassware and crystal were arts for which Nancy became particularly known. The glassmaker Jean Daum emigrated to France in 1878 and started his own studio, Daum Glass, which was inherited by his two sons, Antonin Daum and his brother Auguste Daum. They guided the company into the Art Nouveau. The Daum brothers expressed their goal at the end of the 1880s: \"to apply in an industrial way the true principles of decorative art.\"\nTheir method was to produce objects in series, as well as one-of-a-kind items, and they adapted well to the new technology of electric light bulbs. The vases and lamps usually had very simple designs taken from plants or vegetables, with monochrome or richly varied colors of many different layers of glass within the lamp.\nThe other major figure in glass art in Nancy was Émile Gallé. The work of Gallé was greatly varied, with a rich assortment of colors, designs, and materials, including glass, ceramics, crystal, porcelain, and faience. He experimented with different materials and a technique known as glass marqueterie, introducing into the hot glass pieces of different colored glass, powdered glass, metal, or gold. He was also very interested in Japanese art, borrowing techniques which he used to accomplish his own goals. The critic Henri Franz wrote of Gallé in 1897, that while he used Japanese techniques, \"nothing is farther from Japanese art. He only borrowed the expressions of Japanese art and remade them with skill and taste. Nature offered him an inexhaustible source of inspiration... When Gallé represented a plant, his immense artistic sensibility reduced it to its essence.\"", "Furniture design and manufacture was another important art and industry in Nancy. The city had a large number of skilled artisans, many coming from German-occupied Alsace. The furniture designers worked closely with artists in other crafts, such as glassware and textiles.\nThe most important figure in the furniture of Nancy was Louis Majorelle. At the age of twenty, with the death of his father, though he had planned to be a painter and artist, he took over the family business making furniture and ceramics. He was strongly influenced by the ideas of Émile Gallé and was a founding member of the Nancy School. With the ideas of the school in mind, he oriented the furniture produced by his company away from traditional designs and toward the Art Nouveau.\nIn the 1890s many of the Majorelle works were designed by his collaborators, Jacques Grüber and Camille Gauthier. Majorelle often worked in collaboration with the Nancy glass designer Émile Gallé. In 1898 a prominent Nancy architect, Lucien Weissemburger, joined his firm. More and more, however, he made his own designs. He designed not only woodwork, but also the fittings and decoration in bronze and other metals, and also made decorative ironwork. His ironwork creations included the elegant Art Nouveau stairway railing of the Galeries Lafayette Department Store in Paris (1900).\nHis work had great success at the Paris Universal Exposition of 1900. During this period, he presented finely-crafted furniture made of dark walnut, mahogany, snakewood, and hazel wood contrasting with the gilded bronze and hammered copper ornaments inspired by natural forms, such as water lilies. His water lily bed (1902–03), now in the Musée d'Orsay in Paris, is a classic example of this style. Another is the Orchid Desk (1903–05), made of snakewood, ornamented with sculpted and chiseled bronze and copper.", "Stained glass was another Art Nouveau specialty in Nancy. The best-known artists were Jacques Grüber, Émile André, and Eugène Vallin, who often worked together on projects, and often worked with Majorelle, Daum, and the other Nancy designers.", "Nancy contains a number of Art Nouveau houses and buildings created and decorated by Majorelle and other School members. The best-known is the Villa Majorelle, the residence of Louis Majorelle. It was constructed between 1901 and 1902, the peak of the Art Nouveau period, by the young Paris architect Henri Sauvage, with furniture and decoration by the members of the School of Nancy. After the death of Majorelle, most of the furnishings were sold and dispersed. Some, including the bedroom furniture, can now be seen in the Musée de l'École de Nancy.", "Museums that have important collections of works from the École de Nancy include:\nMusée de l'École de Nancy Nancy\nMusée d'Orsay, Paris\nMusée des Arts Décoratifs, Paris", "Sembach, L'Art Nouveau (2013) pp. 5-71\nSembach, L'Art Nouveau (2013) p. 66\nFahr-Becker (2015) p. 127\nFahr-Becker (2015) p. 127\nFahr-Becker (2015) pp. 123–126\nFahr-Becker (2015) p. 123\ncited in Fahr Becker (2015) p. 113\nFahr-Becker (2013) p. 21\nFahr-Becker (2013) pg. 129", "Fahr-Becker, Gabriele (2015). L'Art Nouveau (in French). H.F. Ullmann. ISBN 978-3-8480-0857-5.\nSembach, Klaus-Jürgen (2013). L'Art Nouveau- L'Utopie de la Réconciliation (in French). Taschen. ISBN 978-3-8228-3005-5.", "Musée de l'École de Nancy\nArt Nouveau glass art", "Media related to École de Nancy at Wikimedia Commons\nÉcole de Nancy website" ]

[ "École de Nancy", "History", "Glassware and crystal", "Furniture", "Stained glass", "Architecture - the Villa Majorelle", "Notable collections in museums", "Notes and citations", "Bibliography", "See also", "External links" ]

[ 3176, 3177, 3178, 3179, 3180, 3181, 3182, 3183, 3184, 3185, 3186, 3187, 3188, 3189, 3190, 3191, 3192, 3193, 3194, 3195, 3196, 3197, 3198, 3199, 3200 ]

[ 15364, 15365, 15366, 15367, 15368, 15369, 15370, 15371, 15372, 15373, 15374, 15375, 15376, 15377, 15378, 15379, 15380 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/44/Insigne_de_l%27%C3%89cole_de_formation_des_sous-officiers_de_l%27Arm%C3%A9e_de_l%27air_%28EFSOAA%29.jpg" ]

[ "This is the training school for non-commissioned officers (NCO) of the French Air Force, recruited directly from the civilian life or the EETAA 722 school. This aeronautic establishment prepares tomorrow's task forces to quickly be dispatched in foreign military operations.\nThe school campus located south of Rochefort \nhosts on average 6,300 NCOs. It provides an initial military formation followed by an advanced technical training chosen among thirty streams in aeronautics such as: engine, structure, armament, embedded systems, logistics...etc... These courses last from 20 to 48 weeks and are open to all military corps using aerial equipment: French Army, French Navy and Gendarmerie.\nIt’s the largest military site of the Nouvelle-Aquitaine region.", "“Emmanuel Macron attendu le 14 juin à la base aérienne de Rochefort\" Sud Ouest, June 1st, 2018\nJosé Maigre et Michel Ribot (1987). Les écuyers du ciel : arpètes et mécanos au service de l'Armée de l'Air (in French). ISBN 9782704805648.\nPatricia Nomballais et Olivier Taprest (2013). Base école de Rochefort : 80 ans de formation aéronautique (in French). ISBN 9782364660083.\nSous -officiers de l'armée de l'air\n Chant de l'EFSOAA\n Ecole de formation des sous-officiers de l'Armée de l'Air (EFSOAA)" ]

[ "École de formation des sous-officiers de l'armée de l'air", "References and external links" ]

[ 3201 ]

[ 15381, 15382 ]

[ "Firefighting training support to the Camp des Garrigues near Nimes" ]

[ 2 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/48/DASH_8_Feu_Camp_des_Garrigues_2006_G%C3%A9rard_JOYON_JPG.jpg" ]

[ "The École de l'infanterie (English: \"Infantry School\"), formerly known as École d'application de l'infanterie, is a French military academy that trains commissioned officers, non-commissioned officers, and some enlisted personnel having special aptitudes and roles. It is located in Draguignan.\nThe École de l'infanterie offers over 70 different courses (either generalist, specialist or adaptation) to around 1500 trainees yearly. Five hundred additional trainees from foreign armies or from French ministries other than that of Defence, attend annual courses there.,", "The École d'application de l'infanterie was created on 30 January 1946 in Auvours, as a post-graduate course for young officers freshly graduated from Saint-Cyr.\nOn 15 October 1948, the school was moved to Coëtquidan, next to Saint-Cyr itself. In October 1951, it was moved again to Saint-Maixent, and opened to non-commissioned officer promoting to officer, to élèves-officiers de réserve, and to non-commissioned officers in active service.\nOn 15 January 1955, a new unit was created specifically to train serving army captains and majors, as well as promotable reserve officers.\nOn 1 August 1967, the school was moved again to Montpellier, and integrated with the École militaire d'infanterie (Infantry military school). In 1969, it also absorbed the Centre de perfectionnement des cadres de l'infanterie (Infantry leaders finalization centre), and later the Centre d'instruction spécialisé du tir et du combat de nuit (Night fire and combat instruction specialised Centre).\nThe 2008 reforms of the French Defence forces moved the school to Draguignan in 2010.", "The school has the following missions:\nTraining active and reserve leaders of the Infantry, including troupes de marine, motorised and mechanised infantry, paratroopers, chasseurs alpins and the Légion étrangère. Officers and NCOs undergo an initial training at the beginning of their career and further their formation all through their career, when their promote, gain a specialisation, or qualify for new equipment.\nStudy and prospection for future infantry, both in tactics and in equipment.\nSupport to Camp des Garrigues and military units of Montpellier\nOperational missions in case of crisis within the region of Montpellier", "Cherchell\nPresentation of the École de l'Infanterie at the Ministry of Defence" ]

[ "École de l'infanterie", "History", "Missions", "Sources and references" ]

[ 3202 ]

[ 15383, 15384, 15385, 15386 ]

[ "The École de maistrance marching along the Champs-Élysées on Bastille Day 2008", "Building of the École de maistrance in Brest" ]

[ 0, 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c2/Ecole_de_maistrance_cadets_Bastille_Day_2008.jpg", "https://upload.wikimedia.org/wikipedia/commons/8/81/Ecole_de_maistrance_mg_8665.jpg" ]

[ "The École de maistrance is the training school for future non-commissioned officers in the French Navy. It was set up in 1933 under this name, it is now part of the Brest Naval Training Centre and within the remit of the Direction du personnel militaire de la marine (DPPM). It is currently headed by capitaine de frégate Gabriel Steffe.\nThe school has an annual intake of up to 400 young people aged 18 to 25, from \"bac à bac +2\" level - on 14 July 2008, for example, it had 224 students in total, including 55 women. The initial course lasts 18 weeks, followed by 6 months' specialist training (3.5 years for medical students) and 3 weeks complementary training in management. Students wear the rank badge of a \"second maître maistrancier\" (equivalent to quartermaster, 1st class), with the blue stripes bordered in red, and become second maîtres on graduation.\nIn 1958 the École de maistrance received the banner of the École des mousses, decorated with the Légion d'honneur, the Croix de guerre 1914-1918, the Croix de guerre 1939-1945 and the Croix de guerre des Théâtres d'opérations extérieures.", "École nationale des sous-officiers d'active for the French Army.\nÉcole de formation des sous-officiers de l'armée de l'air for the French Air Force", "École de maistrance - official pages" ]

[ "École de maistrance", "See also", "External links" ]

[ 3203 ]

[ 15387 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/f/f4/EM_Normandie-Logo.jpg" ]

[ "The École de Management de Normandie (also known as EM Normandie) is a business school created in 1871. Incorporated as a Higher Education & Research non-profit association (under the 1901 Act) and operating under private law, it has campuses in Caen, Dublin, Le Havre, Oxford and Paris. It is one of the oldest business schools in France. It holds EPAS, EQUIS, and AACSB accreditations. In 2015, EM Normandie was selected to appear in the ranking of the Financial Times of the best masters in management in the world (69th).\nIn January 2013, EM Normandie launched its new “Values & Performance” Strategic Plan, to guarantee further strategic consistency, to capitalize on its multi-campus experience, to apply active learning, and to serve the Normandy territory in partnership with its entire business community. This has brought new dimensions to the School's ambitions and reputation, thanks to the La SmartEcole® project and further partnerships with the University of Caen Normandy and the Grenoble School of Management.", "1871 - Ecole Supérieure de Commerce du Havre (ESC Le Havre) is founded by Jules and Jacques Siegfried.\n1947 - ESC Le Havre programs are approved by the French Ministry of National Education\n1977 - Research agreement between Le Havre Chamber of Commerce & Industry, the Grand Port Maritime du Havre, and Ecole Nationale des Ponts et Chaussées (Paris).\n1982 - Formation of Groupe ESC Normandie: ESC Le Havre and a new international program in Caen created by the Le Havre and Caen Chambers of Commerce & Industry.\n1987 - Creates an undergraduate, Bachelors program \n1988 - Joins the Conférence des Grandes Ecoles (CGE)\n2004 - Groupe ESC Normandie becomes École de management de Normandie (EM Normandie) along with a new legal structure.\n2007 - EM Normandie becomes a private, non-profit institution\n2012 - Joins the Union of Independent Grandes Écoles as a full Member.\n2013 - Opens a new campus in Paris\n2014 - Opens a new campus in Oxford, UK\n2016 - Awarded EQUIS accreditation\n2017 - Opens a new campus in Dublin, Ireland\n2019 - Awarded AACSB accreditation\n2020 - Inauguration of a new Le Havre Campus", "EM Normandie Business School is a grande école, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, grandes écoles are elite academic institutions that admit students through an extremely competitive process. Alums go on to occupy elite positions within government, administration, and corporate firms in France.\nAlthough they are more expensive than public universities in France, Grandes Écoles typically have smaller class sizes and student bodies, and many of their programs are taught in English. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Out of the 250 business schools in France, only 39 are Conférence des Grandes Écoles (CGE) members, and many of the top ranked business schools in Europe are CGE members .\nDegrees from EM Normandie are accredited by the Conférence des Grandes Écoles, and awarded by the Ministry of National Education (France). Higher education business degrees in France are organized into three levels thus facilitating international mobility: the Licence/Bachelor's, Master's, and Doctorate degrees. A Bachelor's degree is awarded requires the completion of 180 ECTS credits (bac+3); a Master's, requires an additional120 ECTS credits (bac+5). The highly coveted PGE (Program Grand École) ends with the awarding of Master's in Management (M.M.) degree.\nIn addition to the French Ministry of Education (French: Le Ministère de L'éducation Nationale), EM Normandie is further accredited by two elite international business school accrediting organizations: The European Foundation for Management Development (EQUIS) and The Association to Advance Collegiate Schools of Business (AACSB)", "EM Normandie has more than 200 partner universities around the world (such as Nottingham Trent University, Nanyang Technological University, Instituto Tecnológico y de Estudios Superiores de Monterrey, Universidad Complutense, Universidad Diego Portales, Politecnico di Milano, University of Gothenburg, KU Leuven, Curtin University, University of North Florida, Hong Kong Baptist University), in more than 50 different countries, in which a student can be allowed to spend one or two semesters as an exchange student. 9 Foreign Languages are taught in the 5 campus. Approximately 730 international students are hosted every year. More than 30% of the full-time faculty are foreign. It offers the possibility to follow undergraduate and postgraduate programmes 100% in English.\nMoreover, EM Normandie has two campuses abroad: one in Oxford, UK and the other one in Dublin, Ireland. In both campuses, the courses are taught 100% in English.", "The teaching approach of EM Normandie has been founded on 3 pillars: Boldness, Loyalty and Fortitude.", "The EM Normandie has 5 campuses, with three campuses based in Caen, Le Havre and Paris, and two campuses abroad in Oxford and Dublin.", "Le Havre is a major French city located some 50 kilometres (31 miles) west of Rouen on the shore of the English Channel and at the mouth of the River Seine.\nIts port is the second largest in France, after Marseille, for total traffic, and the largest French container port. \nLe Havre Campus is the historic campus of EM Normandie.The old campus was located only 200 meters from the Marina. In September 2020, Le Havre Campus will open, it is at the heart of a maritime metropolis. This new campus is a new building of 12,700 m2 building, open and futuristic.", "Caen is a commune in northwestern France. It is the prefecture of the Calvados department and the capital of the Lower Normandy region.\nCaen Campus in the second main campus of EM Normandie with 7000 square meters. It holds 5 amphitheaters, 5 computer rooms, 2 language laboratories, 1 media library, and many classrooms. In September 2016, EM Normandie built an extension of 2000 square meters to respond to its increasing activity in the Post-Bac selection.", "The Paris campus is located in Paris 16th District. It receives undergraduate and postgraduate students.", "Oxford Campus is sharing buildings with the City of Oxford College (Activate Learning), it is close to transport links and the new Westgate Shopping Centre. It offers a café, a canteen, a gym, a library and a hair and beauty salon. All the courses are taught 100% in English. The prestigious Master Banking, Finance and FinTech is dispensed on this campus.", "Dublin Campus is located near the financial district. It is the second campus abroad which has been opened in 2017. All the courses are taught 100% in English.", "Shonnead Dégremont (graduated in 2018), founder of Petites Culottées.\nLouis Haincourt (graduated in 2018), founder of Dealer de coque and co-founder of Mama Poké. \nVincent Porquet (graduated in 2011), co-founder of Fizzer (post card).\nOrelsan (graduated in 2004), French rapper, songwriter, record producer, actor and film director.\nPatrick Bourdet (graduated in 2003), president of Areva Med and author of Rien n'est joué d'avance published by Fayard.\nMichael Ferrière (graduated in 2002), co-founder of One Each. \nFrédéric Daruty de Grandpré (graduated in 1991), president and director of the publication of 20 Minutes.\nMichel Wolfovski (graduated in 1982), financial director of Club Méditerranée. \nClaude Changarnier (graduated in 1982), former vice-president finance and administration Microsoft international.\nFrédérique Clavel (graduated in 1981), president of the federation Les Pionnières and founder of Fincoah Le Hub.\nMichel Langrand (graduated in 1976), former president of Velux France.", "\"who we are?\". EM Normanie. Retrieved 27 January 2022.\n\"EM Normandie Business School\". Financial Times. Retrieved 27 January 2022.\n\"Search\". efmd.org. Retrieved 21 March 2015.\n\"EFMD-EQUIS Accreditation\". Retrieved 27 April 2017.\n\"AACSB Accreditation - Full Global Listing\". aacsb.edu. Retrieved 21 March 2015.\n\"Financial Times ranking - Full Global Listing\". Retrieved 2 March 2016.\n\"EM Normandie -\". EM Normandie.\n\"145 years of history\". EM Normandie. Retrieved 27 January 2022.\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\nJack, Andrew (5 December 2021). \"FT European Business Schools Ranking 2021: France dominates\". Financial Times. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\n\"La Licence\". enseignementsup-recherche.gouv.fr (in French). 2016-07-19. Retrieved 2016-07-19.\n\"Le Master\". enseignementsup-recherche.gouv.fr (in French). 2016-07-19. Retrieved 2016-07-19.\nBen-David, Joseph and Philip G. Altbach. eds. Centers of Learning: Britain, France, Germany, United States (2nd ed. 2017).\n\"Universités Partenaires\". EM Normandie (in French). Retrieved 2020-08-03.\n\"History – Key landmarks\". ecole-management-normandie.fr. Retrieved 22 March 2015.\n\"Global Track\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Dublin, Oxford: what about studying abroad ?\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Who We Are\". www.em-normandie.com. Retrieved 2020-08-03.\n\"A multi-campus school\". www.em-normandie.com. Retrieved 2020-08-03.\nMauviet, Aurélie (September 2013). \"Un nouveau campus à Paris pour l'EM Normandie et Grenoble Ecole de Management\" (PDF).\nLEMAÎTRE, Aurélie (September 2018). \"À Oxford, les étudiants de l'EM Normandie vivent à l'heure anglaise\".\nMauviet, Aurélie (March 2017). \"L'EM Normandie s'installe à Dublin et ouvre une nouvelle spécialisation à Oxford\" (PDF).\n\"Campus of Le Havre\". ecole-management-normandie.fr (in French).\n\"Le Havre campus\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Caen - History, Geography, & Points of Interest\". Encyclopedia Britannica.\n\"Inauguration of EM Normandie's Caen campus extension\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Campus de Caen\". www.em-normandie.com.\n\"Paris campus\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Oxford campus\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Facilities Activate Learning\".\n\"MSc Banking, Finance and FinTech\". em-normandie.com. Retrieved 2020-08-03.\n\"Dublin campus\". www.em-normandie.com. Retrieved 2020-08-03.\n\"Exclusif: l'EM Normandie ouvre un nouveau campus à Dublin\". diplomeo.com. Retrieved 2020-08-03.\n\"Petites Culottées : une lingerie menstruelle 100% française et créée par une rouennaise\". France 3 Normandie (in French). Retrieved 2020-08-03.\nPeter, Cyril (2018-09-03). \"Entrepreneur à 16 ans : \"Au téléphone, je ne donnais pas mon âge\"\". leparisien.fr (in French). Retrieved 2020-08-03.\nhttps://www.em-normandie.com/sites/default/files/2018-08/CPDealerdecoqueEMNormandie.pdf\n\"L'entreprise normande Fizzer fait voyager vos photos personnelles\".\nBourdet, Patrick; Debré, Guillaume (2014-04-30). Rien n'est joué d'avance (in French). Fayard. ISBN 978-2-213-68435-2.\nà 15h57, Par Anne-Sophie DamecourLe 19 février 2018; À 20h45, Modifié Le 19 Février 2018 (2018-02-19). \"Clichy : dans son resto, les plus modestes pourront dîner pour un euro\". leparisien.fr (in French). Retrieved 2020-08-03.\n\"Read the new issue of the EM Normandie Alumni Magazine, which covers different types of intelligence\".\n\"Le journal \" 20 Minutes \" nomme un ancien de Prisma à sa tête\". Les Echos (in French). 2018-10-01. Retrieved 2020-08-03.\n\"Club Med - Comité de Direction\". corporate.clubmed. Retrieved 2020-08-03.\n\"3 questions à nos Alumni avec Michel Wolfovski - Club Med - YouTube\". YouTube.\n\"Claude Changarnier : Ancien vice-président finance et administration de Microsoft International\". www.lsa-conso.fr. Retrieved 2020-08-03.\n\"L'entrepreneuse\". FinCoach le Groupe (in French). Retrieved 2020-08-03.\n\"Après 23 ans de présidence, Michel Langrand quitte Velux France\" (in French). 2015-12-14.", "EM Normandie website" ]

[ "École de management de Normandie", "History", "Grande École System", "International", "Values", "Campuses", "Le Havre", "Caen", "Paris", "Oxford", "Dublin", "Noteworthy alumni", "References", "External links" ]

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[ 15388, 15389, 15390, 15391, 15392, 15393, 15394, 15395, 15396, 15397, 15398, 15399, 15400, 15401, 15402, 15403, 15404, 15405, 15406, 15407, 15408, 15409, 15410, 15411, 15412, 15413, 15414, 15415 ]

[ "Summer, 1972, discussion in main lecture hall. From left, Yuval Ne'eman, Bryce DeWitt, Kip Thorne." ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/a/ae/%C3%89cole_de_Physique_des_Houches_%28Les_Houches_Physics_School%29_main_lecture_hall_1972.jpg" ]

[ "L’École de Physique des Houches (the Physics School of Les Houches) was founded in 1951 by a young French scientist, Cécile DeWitt-Morette.\nHistorically the first lessons were given in 1951 by Léon Van Hove on quantum mechanics. The conditions were very spartan with the lessons lasting eight weeks in alpine chalets devoid of all comforts, a few kilometers from the village of Les Houches.\nSoon, the school rapidly attracted the greatest names of modern physics, such as Enrico Fermi, Wolfgang Pauli, Murray Gell-Mann and John Bardeen amongst others. The young students, then unknown, included such future scientists as Pierre-Gilles de Gennes, Georges Charpak, and Claude Cohen-Tannoudji, all future winners of the Nobel prize for Physics, as well as mathematician Alain Connes, future winner of the Fields medal.", "", "", "Director : Jean Zinn-Justin\nCoorganisers of the school : Jean Dalibard and Jean-Michel Raimond", "Rainer Blatt\nClaude Cohen-Tannoudji (Nobel Prize 1997)\nClaude Fabre\nSerge Haroche (Nobel Prize 2012)\nH. Jeff Kimble\nDaniel Kleppner\nLuigi Lugiato\nWilliam D. Phillips (Nobel Prize 1997)\nWolfgang Schleich\nYuen-Ron Shen\nJook Walraven", "Alain Aspect", "Artur Ekert, Wolfson College, Oxford University, UK\nDaniel Hennequin Laboratoire de Spectroscopie Hertzienne, Université de Lille-Flandres-Artois, Villeneuve-d'Ascq, France\nMonika (Ritsch-)Marte, Institut für Theoretische Physik, University of Innsbruck, Austria\nKlaus Mølmer, Institute of Physics and Astronomy, Aarhus University, Denmark\nOlivier Pfister, Université Paris-Nord, Laboratoire de Physique des Lasers, France\nMichael Schubert, University of Hamburg, Institut fur Experimentalphysik, Germany\nAndrew Steane, Clarendon Laboratory, Oxford, UK\nKalle-Antti Suominen, University of Helsinki, Research Institute for Theoretical Physics, Finland", "", "Freeman Dyson", "Participants :\nClaude Cohen-Tannoudji", "", "École de Physique des Houches web site" ]

[ "École de physique des Houches", "Summer school sessions", "1990", "July 1990 : quantum optics, non-linear optics and laser cooling", "Teachers", "Visitors", "Notable participants", "1954", "Teachers", "1951", "References", "External links" ]

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[ 15416 ]

[ "", "Building A at night" ]

[ 0, 1 ]

[ "https://upload.wikimedia.org/wikipedia/en/2/2f/%C3%89cole_de_technologie_sup%C3%A9rieure_%28logo%29.png", "http://upload.wikimedia.org/wikipedia/commons/7/79/ETS-soir.jpg" ]

[ "École de technologie supérieure (ÉTS) is a public engineering faculty in Montreal, Quebec, Canada.\nFounded in 1974, the École de technologie supérieure is a constituent of Université du Québec system. Specialized in applied teaching in engineering and technology transfer to companies, where professors, engineers and researchers who are recognized for their practical, industrial and innovative approaches.\nIn any given year, 25% of all engineers receiving a diploma from an engineering school or faculty in the province of Quebec graduate from the ÉTS. Hence, it is ranked first in Quebec and second in Canada for the total number of engineering diplomas awarded annually.", "The main address of ÉTS is 1100 Notre-Dame Street West in Montreal's Griffintown neighbourhood, the site of a former O'Keefe Brewery, which was transformed to house the school. It has four buildings devoted to education programs and research activities (and another is planned for opening in 2019).", "The school features cooperative education in all of its undergraduate programs. The bachelor's programs have all been accredited by the Canadian Engineering Accreditation Board (CEAB). Each year, ETS graduates the largest number of engineers in Quebec and ranks second in Canada. \nStudents can specialize in the following disciplines:\nConstruction Engineering, Electrical Engineering, Computer Engineering, Software Engineering, Mechanical Engineering, Production Engineering, Industrial Engineering\nThe university also offers multiple research programs leading to a Master's or a PhD degree. International graduate students come from all five continents, including, notably, France, Brazil, Mexico, India, and Iran. The main research fields are energy, environment, manufacturing, health technologies, enterprise systems, IT, micro-electronics and telecommunications, aerospace manufacturing and avionics, project management, innovation management and many more.", "The ETS student-run technical clubs participate in international competitions. The world's fastest human powered submarine, Omer, was developed by one such club. An autonomous underwater vehicle named S.O.N.I.A., an unmanned aerial vehicle Dronolab, a walking robot, Eclipse solar-powered car, Chinook the world champion wind powered vehicle and many others have won countless prizes in international competitions over the years. The school also houses a concrete canoe club, the reigning Canadian champions three years running.", "The school is represented in Canadian Interuniversity Sport by the ETS Piranhas.", "The school's student union is called the Association étudiante de l'École de technologie supérieure (AÉÉTS) .", "Higher education in Quebec\nList of universities in Quebec\nCanadian Interuniversity Sport\nCanadian government scientific research organizations\nCanadian university scientific research organizations\nCanadian industrial research and development organizations", "\"L'ÉTS en quelques chiffres\" (in French). L'École de technologie supérieure. Retrieved 20 July 2017.\n\"Best Global Universities in Canada\". U.S. News & World Report. U.S. News & World Report, L.P. 26 October 2021. Retrieved 26 October 2021.\nCanadian Engineering Memorial Foundation – University List\n\"École de technologie supérieur\". Retrieved 7 October 2013.", "Ferretti, Lucia. L'Université en réseau: les 25 ans de l'Université du Québec. Sainte-Foy: Presses de l'Université du Québec, 1994.", "Official website", "AlgoÉTS Algorithmic Trading Club\nWalking Machine Autonomous multifunction robot\nSONIA AUV Autonomous Underwater Vehicle\nCapra Autonomous Ground Vehicle\nDronolab Autonomous Quadcopter\nFormula SAE Race Car\nLan ETS Lan party\nConcrete Canoe Concrete Canoe\nChinook wind powered vehicle\nRockETS High power Rocketry\nA.C.E. - Avion-Cargo ÉTS Remote control cargo airplane\nOmer submarine Human-powered submarine\nGéniale Brewing development", "Conjure Video game development and interactive media lab", "SAE Formula Team Website\nIEEE-ÉTS Student Branch" ]

[ "École de technologie supérieure", "Facilities", "Programs", "Student technical clubs", "Sports", "Student union", "See also", "References", "Further reading", "External links", "Projects developed by undergraduates", "Students groups and clubs", "Other links" ]

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[ 15417, 15418, 15419, 15420, 15421, 15422, 15423 ]

[ "Palais des études of the École nationale supérieure des Beaux-Arts, Paris", "Courtyard of the École nationale supérieure des Beaux-Arts, Paris" ]

[ 0, 1 ]

[ "https://upload.wikimedia.org/wikipedia/commons/3/37/Paris_6_-_ENSBA_01.jpg", "https://upload.wikimedia.org/wikipedia/commons/2/26/La_Cour_du_Palais_des_%C3%A9tudes_de_l%E2%80%99%C3%89cole_des_beaux-arts.jpg" ]

[ "École des Beaux-Arts ([ekɔl de boz‿aʁ]; French for 'School of Fine Arts') refers to a number of influential art schools in France. The term is associated with the Beaux-Arts style in architecture and city planning that thrived in France and other countries during the late nineteenth century and the first quarter of the twentieth century.\nThe most famous and oldest École des Beaux-Arts is the École nationale supérieure des Beaux-Arts in Paris, now located on the city's left bank across from the Louvre, at 14 rue Bonaparte (in the 6th arrondissement). The school has a history spanning more than 350 years, training many of the great artists in Europe. Beaux-Arts style was modeled on classical \"antiquities\", preserving these idealized forms and passing the style on to future generations.", "The origins of the Paris school go back to 1648, when the Académie des Beaux-Arts was founded by Cardinal Mazarin to educate the most talented students in drawing, painting, sculpture, engraving, architecture and other media. Louis XIV was known to select graduates from the school to decorate the royal apartments at Versailles, and in 1863, Napoleon III granted the school independence from the government, changing the name to \"L'École des Beaux-Arts\". Women were admitted beginning in 1897.\nThe curriculum was divided into the \"Academy of Painting and Sculpture\" and the \"Academy of Architecture\". Both programs focused on classical arts and architecture from Ancient Greek and Roman culture. All students were required to prove their skills with basic drawing tasks before advancing to figure drawing and painting. This culminated in a competition for the Grand Prix de Rome, awarding a full scholarship to study in Rome. The three trials to obtain the prize lasted for nearly three months. Many of the most famous artists in Europe were trained here, including Géricault, Degas, Delacroix, Fragonard, Ingres, Moreau, Renoir, Seurat, Cassandre, and Sisley. Rodin however, applied on three occasions but was refused entry. Paul Cézanne applied twice but was turned down. Bernard was suspended for stylistic \"errors\".\nThe buildings of the school are largely the creation of French architect Félix Duban, who was commissioned for the main building in 1830. His work realigned the campus, and continued through 1861, completing an architectural program out towards the Quai Malaquais.\nThe Paris school is the namesake and founding location of the Beaux Arts architectural movement in the early twentieth century. Known for demanding classwork and setting the highest standards for education, the École attracted students from around the world—including the United States, where students returned to design buildings that would influence the history of architecture in America, including the Boston Public Library, 1888–1895 (McKim, Mead & White), the Supreme Court of the United States, (Cass Gilbert, Cass Gilbert Jr., and John R. Rockart), and the New York Public Library, 1897–1911 (Carrère and Hastings). Architectural graduates, especially in France, are granted the title élève.\nThe architecture department was separated from the École after the May 1968 student strikes at the Sorbonne. The name was changed to École nationale supérieure des Beaux-Arts. Today, over 500 students make use of an extensive collection of classical art coupled with modern additions to the curriculum, including photography and hypermedia.", "ENSA École nationale des beaux arts de Dijon\nENSA École nationale des beaux arts de Bourges\nENSBA École nationale supérieure des beaux-arts de Lyon\nEuropean Academy of Art (EESAB) in Lorient, Rennes, Quimper, and Brest\nESADMM École supérieure d'art et de design Marseille-Méditerranée\nENSA École nationale des beaux arts de Nancy\nÉcole nationale supérieure des Beaux-Arts (ENSBA), Paris\nESAD École supérieure d'art et design de Valence, Valence\nEBABX École supérieure des beaux-arts de Bordeaux", "Marina Abramović\nPierre Alechinsky\nMirra Alfassa\nLouis-Jules André\nAntoine Berjon\nFrançois Boisrond\nChristian Boltanski\nLéon Bonnat\nDuchenne de Boulogne\nJean-Marc Bustamante\nAlexandre Cabanel\nPierre Carron\nCésar\nJean-François Chevrier\nClaude Closky\nJules Coutan\nRichard Deacon\nAimé-Jules Dalou\nLin Fengmian\nLouis Girault\nFabrice Hybert\nFrançois Jouffroy\nVictor Laloux\nPaul Landowski\nJean-Paul Laurens\nCharles Le Brun\nMichel Marot\nAnnette Messager\nGustave Moreau\nJean-Louis Pascal\nAuguste Perret,\nEmmanuel Pontremoli\nCharles-Caïus Renoux\nPaul Richer\nLouis Sullivan, American architect, left after one year\nPan Yuliang\nRaymond Legueult\nMaurice Brianchon", "David Adler, architect, American\nWahbi al-Hariri, architect, artist, American-Syrian\nAugust Friedrich Schenck, painter, French/German\nNadir Afonso, painter\nMardiros Altounian, architect, Armenian\nRodolfo Amoedo, painter\nÉmile André, architect, French\nPaul Andreu, French architect, 1968 graduate \nThéodore Ballu, architect\nRaymond Mathewson Hood, architect, American\nFrederic Charles Hirons, architect, American\nEdward Bennett, architect, city planner\nJules Benoit-Levy, painting\nÉtienne-Prosper Berne-Bellecour, painter\nRobert Bery, painter\nAlexander Bogen, painter\nWim Boissevain, painter, Dutch-Australian\nMaurice Boitel, painter\nPierre Bonnard, painter\nJacques Borker, tapestry designer, painter, sculptor, French artist.\nJoseph-Félix Bouchor, painter\nWilliam-Adolphe Bouguereau, painter\nAntoine Bourdelle, sculptor, French\nLouis Bourgeois, architect, French Canadian\nGeorge T. Brewster, sculptor, American\nBernard Buffet, painter\nCarlo Bugatti, designer and furniture maker, Italian\nJohn James Burnet, architect\nPaul Chalfin, painter and designer, American\nCharles Frédéric Chassériau, architect, French\nAlfred Choubrac, poster artist and costume designer, French\nLéon Choubrac, illustrator and poster artist, French\nAraldo Cossutta, architect, Yugoslavian-American\nSuzor-Coté, painter\nHenri Crenier, sculptor\nJohn Walter Cross, architect, American\nCyrus Dallin, sculptor, American\nHenry Dangler, architect, American\nJacques-Louis David, painter\nGabriel Davioud, architect\nMarie-Abraham Rosalbin de Buncey, painter, French\nEdgar Degas, painter, French\nEugène Delacroix, painter, French\nJenny Eakin Delony, painter, American\nConstant-Désiré Despradelle, architect, French\nHenry d'Estienne painter, French\nFélix Duban, architect, French\nThomas Eakins, painter, American\nPierre Farel, painter, French\nErnest Flagg, architect, American\nJean-Honoré Fragonard, painter, French\nYitzhak Frenkel, father of modern Israeli art\nMeta Vaux Warrick Fuller, sculptor, painter, poet, American\nFang Ganmin, painter, Chinese\nCharles Garnier, architect, French\nTony Garnier, architect, French\nAdrien Étienne Gaudez, sculptor, French\nThéodore Géricault, painter, French\nHeydar Ghiaï-Chamlou, architect, Iranian\nGeorges Gimel, painter, French\nCharles Ginner, painter\nLouis Girault, architect, French\nHubert de Givenchy, fashion designer\nAndré Godard, designer of University of Tehran main campus\nAlan Gourley – painter and stained glass artist\nJean Baptiste Guth, portrait artist\nEmmeline Halse, sculptor\nL. Birge Harrison, painter\nThomas Hastings, architect, American\nRobert Henri, painter and teacher, American\nGeorge W. Headley, jeweler, designer, American.\nYves Hernot, Painting, photographer\nAuguste Alexandre Hirsch, painter, lithographer, French\nMary Rockwell Hook, architect, American\nHenry Hornbostel, architect, American\nRichard Morris Hunt, architect, American\nJean Auguste Dominique Ingres, painter, French\nTove Jansson, painter and illustrator, Finnish\nSadik Kaceli, painter, Albanian\nMati Klarwein, painter\nConstantin Kluge, painter, Russian\nGyörgy Kornis, painter, Hungarian\nGaston Lachaise, sculptor, French-American\nVictor Laloux, architect, French\nJules Lavirotte, architect, French\nPaul Leroy painter, French\nCharles-Amable Lenoir painter, French\nStanton Macdonald-Wright, painter, American\nJoseph Margulies, painter\nAlbert Marquet, painter, French\nWilliam Sutherland Maxwell, architect\nBernard Maybeck, architect, American\nAnnette Messager, installationist, multi-media\nJean-François Millet, painter, Norman\nYasuo Mizui, sculptor, Japanese\nGustave Moreau, painter, French\nJulia Morgan, architect, American\nNgo Viet Thu, architect, Vietnamese\nVictor Nicolas, sculptor, French\nFrancisco Oller, painter, Puerto Rican\nOng Schan Tchow (alias Yung Len Kwui), painter\nPascual Ortega Portales, painter, Chilean\nAlphonse Osbert, painter, French\nJ. Harleston Parker, architect, American\nJean-Louis Pascal, architect\nAndré Pavlovsky, architect\nAlbert Pissis, architect\nThéophile Poilpot, painter, French\nJohn Russell Pope, architect, American\nRobert Poughéon, painter, French\nFernand Préfontaine, architect and art critic, Canadian\nEdmond Jean de Pury, painter, Swiss\nS. H. Raza, painter, Indian\nNeel Reid, architect, American\nPierre-Auguste Renoir, painter\nArthur W. Rice, architect, American\nGustave Rives, architect\nCécilia Rodhe, sculptor\nJames Gamble Rogers, architect, American\nKanuty Rusiecki, painter, Polish\nAugustus Saint-Gaudens, sculptor, American\nJohn Singer Sargent, painter, American\nBojan Šarčević, sculptor\nLouis-Frederic Schützenberger, painter, French\nGeorges Seurat, painter, French\nJoann Sfar, designer\nAmrita Sher-Gil, painter, Indian\nNicolas Sicard painter, French\nHögna Sigurðardóttir, architect, Icelandic\nAlfred Sisley, painter\nClarence Stein, designer\nYehezkel Streichman, painter\nLorado Taft, sculptor\nAgnes Tait, painter, lithographer\nVedat Tek, architect, Turkish\nAlbert-Félix-Théophile Thomas, architect\nEdward Lippincott Tilton, architect, American\nRoland Topor, designer\nGeorge Oakley Totten, Jr., architect, American\nMorton Traylor, painter, American\nGuillaume Tronchet, architect\nValentino, fashion designer\nWilliam Van Alen, architect\nVann Molyvann, architect, Cambodian\nGisèle d'Ailly van Waterschoot van der Gracht, artist, Dutch\nLydia Venieri, painter, Greek\nJesús Carles de Vilallonga, painter, Spanish\nCarlos Raúl Villanueva, architect\nLucien Weissenburger, architect\nYan Wenliang, painter, Chinese\nNorval White, architect, American\nIvor Wood, animator and director, Anglo-French\nAlice Morgan Wright, sculptor, American\nMarion Sims Wyeth, architect, American\nGeorges Zipélius, illustrator, French\nJacques Zwobada, sculptor, French of Czech origins", "Académie des Beaux-Arts\nArchitecture of Paris\nBeaux-Arts architecture\nComité des Étudiants Américains de l'École des Beaux-Arts Paris\nParis Salon", "Caves, R. W. (2004). Encyclopedia of the City. Routledge. p. 202.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\n\"Rodin, Famous Sculptor, Dead\". The New York Times. 18 November 1917. p. E3.\nRiviere; Schnerb (10 July 2001). Conversations with Cezanne. UC Press. p. 86. ISBN 0-520-22519-8.\n\"Emile Bernard\". Visual Arts Cork. Retrieved 16 March 2020.\nOnline catalogue. \"Entrée des artistes\"\n\"Paul Andreu – French architect and engineer mostly noted for his numerous airport designs\". structurae.net. Retrieved 2015-09-13.\nHeydar, Ghiai, designer of the Iran Senate House\n\"Gourley, Alan Stenhouse, 1909–1991 | Art UK\". artuk.org. Retrieved 6 January 2022.", "The Ecole des Beaux-Arts – Historical essay\nÉcole nationale supérieure des Beaux-Arts – Official website\nÉcole nationale supérieure des Beaux-Arts – History" ]

[ "École des Beaux-Arts", "History", "Institutions", "Notable instructors, Paris", "Notable alumni, Paris", "See also", "Notes", "External links" ]

[ 3207, 3208 ]

[ 15424, 15425, 15426, 15427, 15428, 15429, 15430, 15431, 15432, 15433, 15434, 15435 ]

[ "", "Celia Russo's portrait at Ecole des ponts ParisTech", "Celia with the Minister of Health Bernard Kouchner and the co-founder of Doctors Without Borders, on the day she was awarded the second highest honor in France, Chevalier de l'Ordre du Merit medal.This award is the second highest given by the French Republic to honor people of distinguished merit.", "Graduation ceremony with Simone Veil, President of the European Parliament", "Graduation ceremony with Simone Veil, President of the European Parliament" ]

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[ "École des Ponts Business School is the business school of École des Ponts ParisTech, which is one of the oldest and most prestigious French Grandes Écoles, founded by royal decree of King Louis XV in 1747 and formerly known as École Nationale des Ponts et Chaussées.\nÉcole des Ponts Business School is an international business school and research institution based in Paris, France that offers a Global Executive MBA (EMBA), a Full-Time Masters in Business Administration (MBA), an Executive Doctorate in Business Administration and many specialized certificates and programs in Europe (Paris), Africa (Morocco) and Asia (China). École des Ponts Business School is also a leader in research and has centers such as the Circular Economy Research Center (CERC), CPC-Paris (Center for Policy and Competitiveness) and CASE:Africa (Center for Advanced Studies and Expertise). The research themes include: Circular Economy, Innovation & Entrepreneurship, Leadership and Talent Management and Digital Transformation & Change Management.", "Established as ENPC School of International Management in 1987 by Celia Russo in 1987 to promote the study of international business and value-based global leadership. It later changed its name to École des Ponts Business School.\nCelia Russo, was selected in 1980 by Jacques Tanzi – the then recently appointed Director of Ecole nationale des ponts et chaussées – to set up the Department of Languages and International Culture. Her appointment as a foreigner and as a woman, who was not an engineer, in a wholly French, male-dominated establishment caused an uproar among the school's Board of Governors. Seven years later, the Board ultimately decided unanimously to implement the business school Celia Russo designed and to support the degree that went with it and to appoint Celia to run it as the Dean. Celia Russo became the first Dean of École des Ponts Business School from 1987 until her death in 1999. She was also a recipient of the Vermeil Medal Society Encouragement au Progres in 1990, and was awarded the Chevalier de l'Ordre du Mérite from the President of France in 1997 - this award is the second highest given by the French Republic to honor people of distinguished merit.\nMichel Fender, a Professor of Logistics and Supply Chain Management, succeeded Russo as Dean and worked in that position until 2001. Michel Fender and Tawfik Jelassi were assigned as co-Deans in 2001 until 2004 and in 2004, Tawfik Jelassi was named Dean. In 2014, Professor Alon Rozen was named Dean and is the current Dean and Professor of Innovation Management.", "École des Ponts is a Grande école, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, Grandes Écoles are elite academic institutions that admit students through an extremely competitive process. Alums go on to occupy elite positions within government, administration, and corporate firms in France.\nAlthough they are more expensive than public universities in France, Grandes Écoles typically have much smaller class sizes and student bodies, and many of their programs are taught in English. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Many of the top ranked business schools in Europe are members of the Conférence des Grandes Écoles (CGE), as is École des Ponts Business School, and out of the 250 business schools in France, only 39 are CGE members.\nDegrees from École des Ponts are accredited by the Conférence des Grandes Écoles and awarded by the Ministry of National Education (France) (French: Le Ministère de L'éducation Nationale). École des Ponts is further accredited by the elite international business school accrediting organizations and it holds double accreditation: The Association to Advance Collegiate Schools of Business (AACSB), and Association of MBAs (AMBA)", "École des Ponts Business School was ranked 30th of European Business schools in 2004 by the Financial TimesThe Financial Times. In 2005, due to changes in the Financial Times ranking criteria the school's \"Visiting Faculty Model\" that is a defining featured of École des Ponts Business School's teaching model, excluded it from the ranking.\nIn 2010, École des Ponts Business School's joint degree with SIMBA was ranked 39 ᵗʰ in The Financial Times' Top 100 EMBA Rankings.\nIn the 2010 Full-Time MBA Ranking published by The Economist, the school's program was ranked 20th among Continental European MBAs and was the only Paris-based MBA listed in the ranking.\nIn 2011, the SMBG Eduniversal ranking listed École des Ponts Business School as an Excellent Business School\nSince 2015, CEO Magazine has ranked École des Ponts Business School's Full-Time MBA program as #1 in the world and in the 1st Tier of schools internationally.\nIn 2017, École des Ponts Business School's Global Executive MBA program was ranked #2 worldwide and ranked #20 by QS.", "", "École des Ponts Business School offers an internationally accredited MBA Full-Time program in Innovation Management based on a project-based curriculum and a visiting faculty model that brings global experts to teach from around the world. Participants acquire a 'learn-apply-test-iterate' approach to business and leadership. The academic schedule is divided into three terms: First Term -Leading & Managing, Second Term - Business Performance, Third term - Innovative & Agile Mindset.", "Based on three executive projects, the program consists of 17 classes and 3 international study trips. Taught in English with a modular format on weekends, the program is offered in central Paris and in Casablanca.", "LeadTech Global Executive MBA Program is an entrepreneurship and technology-focused GEMBA program offered jointly by École des Ponts and EADA Business School in Barcelona that results in dual MBA degrees conferred by each institution. It extends the standard business curriculum with a set of courses focused on global innovation, leadership, and technology. The program features a blended delivery model with a mix of courses delivered online and those delivered during 8 week-long residencies, 3 each in Paris and Barcelona and one each in Silicon Valley and Singapore. Participants also participate in workshops at the Mobile World Congress and international study trips.", "École des Ponts Business School's Executive DBA program is a 3-to-5-year program with four residential sessions and integrates three unique elements: a learning lab experience, highly structured research methods courses and an innovative 3-part doctoral project.", "École des Ponts Business School runs programs aimed at introducing undergrads in France and especially the ParisTech engineering students, to the fundamentals of business and management. These programs were designed to complement the French engineering curricula and better prepare students for a potentially multi-faceted career in their futures. These certificate programs have been running since 2000 and offer two specializations:\na Certificate in International Management (cIM)\na Certificate in Technology & Entrepreneurship (CTE)", "Celia Russo (1987–1999)\nMichel Fender (1999–2004)\nTawfik Jelassi (2004–2013)\nAlon Rozen (2014–present)", "PONTS Alliance\nAlumni Association of École des Ponts Business School", "École nationale des ponts et chaussées\nParis Institute of Technology\nAMBA", "\"École des Ponts business school\". École des Ponts. Retrieved 1 February 2022.\nBELHOSTE, Bruno (1989). \"LES ORIGINES DE L'ÉCOLE POLYTECHNIQUE. Des Anciennes Écoles D'ingénieurs à L'École Centrale Des Travaux Publics\". Histoire de l'Éducation. 42 (42): 13–53. doi:10.3406/hedu.1989.3341. JSTOR 41159186.\n\"International Business Times EMBA, \"The pursuit of happiness\", March 2010\". Ibtimes.com. 12 March 2010. Retrieved 14 September 2011.\n\"Celia Russo\".\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\n\"FT European Business Schools Ranking 2021: France dominates\". Financial Times. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\nThe Financial Times: European Business School Rankings 2004\n\"Financial Times EMBA Rankings 2010\". Rankings.ft.com. Retrieved 14 September 2011.\n\"The Economist, Full time MBA ranking 2010\". The Economist. Retrieved 14 September 2011.\n\"SMBG Eduniversal Ranking 2011\". Eduniversal-ranking.com. Retrieved 14 September 2011.\n\"Ecole des Ponts Business School | MBA programs\".\n\"About the school\".", "École des Ponts Business School Official Website\nParisTech\nENPC École Nationale des Ponts et Chaussées (Ecole des Ponts ParisTech)" ]

[ "École des Ponts Business School", "History", "Grande École System", "Rankings", "Programs", "MBA full-time programs", "Global Executive MBA", "LEADTech Global Executive MBA", "Doctoral programs", "Undergraduates programs", "Deans", "Affiliated alumni associations", "See also", "References", "External links" ]

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[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/6f/Ursulines_Quebec_13.jpg" ]

[ "The Ecole des Ursulines, known in English as the School of the Ursulines, is among North America's oldest schools. Still operating as a private school for both girls and boys, it was founded in 1639 by French nun Marie of the Incarnation and laywoman Marie-Madeline de Chauvigny de la Peltrie. This was also the beginning of the Ursuline order in New France.\nThe convent has many of its original walls intact and houses a little chapel and a museum. Located in the middle of the historical Old Quebec neighbourhood of Quebec City, Quebec, which is recognized by UNESCO as a World Heritage District. The school has two campuses. In the Quebec City campus, there are more than four hundred children enrolled from pre-school through primary school (5 to 12 years). There is also a coeducational campus in Loretteville.", "Ursulines of Quebec\nUrsulines\nOld Quebec", "", "Ecole des Ursulines official website" ]

[ "École des Ursulines, Quebec", "See also", "References", "External links" ]

[ 3213 ]

[ 15456 ]

[ "", "École impériale des arts industriels et des mines", "Historical building from 1854 to 1875", "", "", "", "", "", "", "", "", "", "", "" ]

[ 0, 1, 1, 6, 6, 6, 6, 6, 7, 7, 7, 7, 7, 7 ]

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[ "École des arts industriels et des mines is the name used during the Second French Empire to designate the French engineering school established in 1854 in Lille, North of France. It succeeded to the municipal chairs of experimental physics, applied chemistry and mechanics that were established in 1817. Its heir as a graduate engineering school is École Centrale de Lille.", "École des arts industriels et des mines de Lille was founded in 1854, the same year when Louis Pasteur became the dean of Faculté des sciences de Lille and pioneered applied research with industry cooperations, with support of scientists such as Frédéric Kuhlmann.\nBetween 1854 and 1871, students attending the two-year/three-year curriculum grew to 90 per annum. Baccalaureate was a prerequisite to admission to the engineering school. The school delivered engineering degrees. The curriculum during the first two years of engineering education included manufacturing and textile industry, engine design, chemistry and metallurgy, mines, as required by entrepreneurs in Northern France. The third year of the curriculum provided optional lectures in engines, mine exploitation, mechanical engineering and chemical engineering.\n\"The Imperial School of Manufactures and Mines at Lille\" (PDF). The Engineer: 565. 21 June 1867. As illustrating the system of education pursued on the Continent (...) we now supplement it with the following particulars of the School of Manufactures and Mines of Lille. This school is open to young men who, having followed the classes of the lycée, colleges, &c., are wishful to acquire instruction specially preparatory to one of the following industries 1, Engineering; 2, Spinning and Weaving; 3, Industrial and Agricural chemistry; 4, Mining. Situated in the neighbourhood of the northern coal fields, and placed in the centre of the greatest manufacturing district in France, and provided with workshops where is executed work destined for the local trade, this school offers to the pupils studies in which practice is happily combined with theory. (...) At certain periods, and always when the nature of the studies require it, the pupils, under the guidance of their professors, visit engineering and metal works, mills, coal pits, and railway plant in the neighbourhood. The classes are given to engineers and professors who have acquired a practical knowledge of the different industries carried on in the north. The term of industrial studies is two years, followed by an extra year for the pupils intended for the mines, and for young men who wish to follow the profession of civil engineer. The pupils, on leaving, receive a diploma of capacity for one of the four specialities taught in the school. Besides this examination, pupils have to make a report detailing and discussing all that is necessary for a coal pit which they have visited one day a week during the year. A council of professors meets once a month to discuss the management of the school. A commission named by the Minister of Instruction superintends the general arrangements. This commission is composed entirely of manufacturers and engineers.\nAfter the Franco-Prussian War in 1870-1871, the engineering school was renamed Institut industriel du Nord de la France (IDN). Its heir is École Centrale de Lille.", "", "French, English and German Languages.\nIndustrial Science.-Application of the law of gravity to solids, liquids, gases, different scales, pendulums, floating bodies, water and spirit levels, hydraulic presses, pumps, syphons, &c.\nHeat.-Thermometers, conductors, good and bad, steam boilers, steam engines, &c.\nElectricity. - Different batteries, coils, electro-magnetic machines, &c.\nOptics.- Telescopes, reflectors, spectacles, microscopes, &c.\nPhotography.- Apparatus, manipulations.\nIndustrial Chemistry.-Metals.- Potassium, sodium, sal ammoniac, lime, earths, clays, iron, tin, zinc, lead, copper, mercury, silver, gold, platinum.\nAlgebra. - Descriptive Geometry.\nDrawing.-Sketches and plans from objects explained during the lectures, drawings of machines, apparatus, &c.\nAnalytical geometry.\nMechanics. -Statics.- Equilibrium of bodies, forces, resolution of forces, centre of gravity.\nDynamics. -Movement of bodies, forces and movement produced by such bodies.\nHydrostatics. - Equilibrium of fluids, equilibrium of bodies floating in fluids.\nHydrodynamics. - Movement of fluids, movement of water in tubes and open channels, movement of gas in pipes, steam pipes, different sections of tubes.", "French, English and German Languages. - Translations and composition of business letters, ordinary correspondence, and conversation.\nCommercial Finance. - General. Theory of Finance.-Application of book-keeping to manufacturing establishments, legislation on book·keeping, constitution of societies, markets and sales, exchanges and chambers of commerce, stock-brokers- responsibility of the agent to the buyer and seller. bills of exchange and bankers' drafts, assignments and bankruptcies, tribunals of commerce.\nIndustrial Economy.-Situation for an Establishment.- Neighbourhood of rivers, streams, &c.; railways, towns, and coal pits, supplies, situation.\nDivision of Work. - Its great advantages, means to obtain it advantages and disadvantages of large concerns, conditions of fixed and proportional expenses.\nWorkmen.- Conditions of engagement, duty to them, Conseil des Prud’hommes, benefit societies, workmen's cities, food, schools.\nMachines.- Their influence on production.\nManagement.- Profit.-General formula, influence of fixed and proportional expenses on the profit, importance of the quantity made .\nFixed Expenses.- Formula of annual depreciation of the worth of buildings and machinery, advantages of self.acting apparatus, purchase of machines, boilers, shafting, &c., expenses of management, repairs.\nProportional Expenses. -Advantages of large capitals .\nLabour.- Payment to induce workmen to do more or to do it better, piece work, pay in mines, workshops, mills, books kept, raw materials employed, purchase, account of labour and quantity of material used, cost price, competition, law of supply and demand, monopoly, markets, sales, commission, management of coal pits.\nIndustrial Science. -Combustion, evaporation, ventilation of hearths, stoves, and factories, distillation and purification of liquids, drying, heating, and fusion of solids.\nIndustrial Organic Chemistry.-Starch, grains, sugar, fermentations, colouring matters, principles of the art of dyeing, bone char and animal chemistry.\nSanitary Science.- Drawing.-Mechanical Plans .-Sketches of various parts of machines. The pupils draw machines suitable for the trade for which they are intended.\nMechanics.- Passive Resistance.- Laws of friction, rubbing of cords and belts on pulleys, friction of spindles, stretching of cords, resistance of water, resistance of air, machines, calculation of the force of machines in movement, weighing machines, inclined plane.\nResistance of Materials.-Tension, torsion, crushing action of the above forces on cylinders, squares, bars, &c.\nIndustrial Architecture.-Natural stone, artificial stone, limes cements, bricks, scaffolding, &c.\nEngineering.-Machine·making. - Materials Employed. – Metals, woods, various materials, where obtained; means of knowing good and bad quality of materials, principal parts of machines, arrangement of parts, shape, proportion of weight and size in each piece, various parts for· the transmission of movement, study of the means of obtaining a regular movement in machines, ordinary regulators, estimate of the cost of a machine.\nSpinning and Weaving.-Manufacture of Textile Fabrics. Tearing drafts, flax, and hemp, spinning cotton, spinning wool, weaving wool.\nStudy of Spinning and Weaving Establishments.-Study of machines employed in spinning flax and hemp, establishment of a flax and hemp spinning mill, study of machines used in spinning cotton, establishment of a cotton spinning mill, study of woolen spinning machinery, establishment of a woolen yarn mill, weaving, power-loom weaving, silk weaving.\nMining. -Geology and Elements of Mineralogy.", "Management of Mines.-Intentions of the Science.-Tools and machines for boring, rock-boring, cutting galleries, sinking wells, pumping, drainage, ventilation, lighting, operations on the surface, plans of quarries, mines, position of buildings and machinery, legislation relating to mines.\nSecond Part of Mining. - Railways.-Rails, wagons, trucks, points, turntables, signals, embankments, &c.\nDrawing.-Engines, windlasses, chains, cables, &c., means of descending, ladders, inclined planes, cages, ventilation, air furnace, pumps, brattice, &c.\nMetallurgy. - Preparation of different ores by machines and hand-dressing previous to putting into furnace.\nManufacture of Iron.-Combination of iron with carbon, sulphur, treatment of the ore, roasting, blast furnaces, metal produced, hot blast, pig casting, moulding in green and dry sand, loam, clay; cores, boxes, malleable cast iron; refining, German method; English puddling furnaces, steel - shear and blister, cast steel, tempering, working iron, tilt hammers, drop steam hammers, rolls, plate rolls, wire drawing, and annealing.\nConstruction and Fixing Machines. --Various machines, different kinds of gearing, windmills, steam, water, and wind corn mills, supply of water, pumps, presses, fixing and making water-wheels, steam engines in general working different systems.\nWork done in the Shops.- The pupils habituate themselves to the use of tools, and work at any machine required to be made. This work is intended to enable them to understand the practical part as well as any workman, so that a master can be master of his men. The work done is intended for the trade which they wish to follow .", "", "", "\"The Imperial School of Manufactures and Mines at Lille\" (PDF). The Engineer: 565. 21 June 1867.\n\"Evidence of M. Bernot, Director of the School of Industrial Arts and Mines at Lille\". Commission on Technical Instruction appointed by Imperial Decree, 22nd June 1863 : French Ministry of Agriculture, Commerce, and Public Works. Abstract of evidences taken before the Commission, presented to both Houses of Parliament by Command of Her Majesty. London: Her Majesty Stationery Office. 1868. pp. 81–84.\nPaul, Harry W. (1980). \"Apollo courts the Vulcains - The applied science institutes in nineteenth century French science faculties\". In Fox, Robert; Weisz, George (eds.). The Organization of Science and Technology in France 1808-1914. Cambridge University Press. pp. 155–181. ISBN 0521232341.\nGildea, Robert (1983). Education in provincial France, 1800-1914: a study of three departments. Oxford: Clarendon Press. pp. 323–336. ISBN 0-1982-1941-5.\nMathias, Peter; Postan, Michael (1978). The Cambridge Economic History of Europe. 7. Cambridge University Press. p. 313. ISBN 9780521215909.\nAnderson, Robert David (1975). Education in France, 1848-1870. Oxford: Clarendon Press. ISBN 9780198273110.", "École centrale de Lille" ]

[ "École des arts industriels et des mines", "History", "Programme. Industrial series.", "First year", "Second year.", "Third year.", "Faculty", "Alumni", "Bibliography", "See also" ]

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[ "École des Beaux-Arts de Montréal building in 2011." ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/6c/Commercial_%26_Technical_High_School_02.jpg" ]

[ "École des beaux-arts de Montréal (The School of Fine Arts in Montreal; EBAM) was an educational institution founded in Quebec in 1922. The Saint-Jean-Baptiste Society was instrumental in its creation. Its former Sherbrooke Street building now houses the Office québécois de la langue française.\nFaculty of the school include Edwin Holgate as well as Academy Award-winning animator and painter Frédéric Back, who taught there briefly prior to joining Radio-Canada.\nThe building was completed in 1922 as the Commercial & Technical High School, designed by Montreal architect Jean-Omer Marchand, and is located at 3450 Saint Urbain Street (at Sherbrooke Street) in Montreal.\nIn 1969, the school was incorporated into the Faculty of the Arts of the University of Quebec at Montreal.", "Jean L Auger\nPaul-Émile Borduas\nGhitta Caiserman-Roth\nJohn Alton Collins\nJacques Drouin\nPierre Granche\nSylvia Lefkovitz\nJean Paul Lemieux\nAnna McGarrigle (1964-1968)\nAnne Isabelle McQuire (1921-2006)\nGuido Molinari\nClaude Roussel\nArmand Vaillancourt", "Hustak, Alan. \"Montrealer Frédéric Back won Oscars for animated films\". The Globe and Mail. 26 January 2014. Retrieved 27 January 2014.\n\"FICHE DU BÂTIMENT\". Grand répertoire du patrimoine bâti de Montréal. City of Montreal. Retrieved 27 January 2014.\n\"Caiserman-Roth, Ghitta\" in Elizabeth Sleeman, ed., The International Who's Who of Women 2002 (2002), p. 86\n\"Drouin, Jacques\". NFB Profiles. National Film Board of Canada. Retrieved 19 July 2012.\nMcGarrigle, Anna & Jane (2015). Mountain City Girls. Canada: Penguin Random House. ISBN 978-0-345-81402-9.", "Media related to École des beaux-arts de Montréal at Wikimedia Commons" ]

[ "École des beaux-arts de Montréal", "Notable alumni", "References", "External links" ]

[ 3226 ]

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[ "", "The school's facade" ]

[ 0, 0 ]

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[ "The École des ingénieurs de la ville de Paris (Engineering School of the City of Paris) is the only French grande école\nwith an emphasis on urban engineering.\nThe top-level graduate school, which is already actively involved in networks bringing together distinguished schools of higher education, has taken another step by partnering with École des Ponts ParisTech.\nEstablished in 1959 to educate the junior civil servants for the City of Paris, EIVP nowadays also educates young professionals for the private sector. They have to deal with the educational disciplines linked to cities: building, urbanism, transportation and environment.\nForeign students are welcomed to train for a one or two year curriculum (via ERASMUS or n+i), or for internships.\nThe students are recruited through a competitive exam after 2 to 3 years of higher education (equivalent of college), usually in preparatory classes to enter elite schools (\"classes préparatoires\"). Laureates acquire a status of trainee civil servant, and receive a salary while they are students at the school.\nEIVP students are selected through an exacting, highly competitive process and are particularly well trained: 100 students join the school every year.\nA new campus opened during fall 2012 at 80 rue Rebeval, in the 19th arrondissement of Paris, in the former building of the Ecole d'Architecture Paris-Belleville, which was also a former factory of Meccano model construction system.\nEIVP students participate each year in ATHENS Programme.", "Édouard Fritch\nJacques Monthioux, director of The Paris Heritage and Architecture Services\nGhislaine Geffroy, director of the Paris Roads and travel Services\nChristophe Dalstein, director of Europa City\nCéline Lepault, chief engineer for the Velib'\nSylvain Marty, chief engineer for the Autolib'", "\"Félicitations ! Votre domaine a bien été créé chez OVHcloud !\".\n\"EIVP-Paris\".\n\"Archived copy\" (PDF). Archived from the original (PDF) on 2012-04-25. Retrieved 2011-11-06.\n\"Archived copy\". Archived from the original on 2016-03-03. Retrieved 2011-11-06.", "Official Website" ]

[ "École des ingénieurs de la Ville de Paris", "Alumni", "References", "External links" ]

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[ 15485, 15486 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/1/1d/EOGM_cadets_Bastille_Day_2008.jpg" ]

[ "L'École des officiers de la gendarmerie nationale (EOGN, literally the \"National Gendarmerie Officers' Academy\"), the French Gendarmerie nationale Officers School, was created in 1901 and based in the Schomberg barracks in Paris. It provides a military education in order to train and teach military officers who enter the officer corps.", "In 1918, following the First World War, the school moved to Versailles and diversified by including in its ranks officers from other armies. It was not until 1937 that the school was given a flag. This emblem was officially handed over to the chef de corps, Colonel Picot, 14 July 1937, on the Champs-Élysées by the President Albert Lebrun. During the Second World War, the school moved to Pau then back to Paris before finding its current home in the Augereau barracks in Melun on 1 October 1945.\nThe year 2002 is particularly important for the history of the School. Indeed, from this date, recruitment is carried out directly by competitive examination for academics holding a Master's degree. On 1 September 2008, it became the sole crucible for the continuous training of Gendarmerie officers, both in the operational and support fields.\nA research centre was also created on 1 September 2008.", "Cadets are recruited through a national annual competitive exam, after previous graduate education. French students take exams on general knowledge, aptitude and intelligence; sit for an interview and pass a test of physical ability.\nIn addition, a number of foreign students are admitted annually.", "Gendarmerie Officers are intended to command security professionals within the operational units of the gendarmerie. Their training lasts 2 years (1 year for captains and students who have already graduated from other military academies), and is structured around 4 semesters :\n1st semester : military and tactical training with a view to acquiring the basics of command and developing the physical and moral qualities of future officers;\n2nd semester : vocational training (technical and tactical) adapted to the gendarmerie's framework of action and environment within society ;\n3rd semester : Professional training aimed at acquiring the tools and knowledge necessary for the implementation of gendarmerie resources by the future officer recognized as an expert in public security by the administrative, judicial, political and socio-economic authorities; at the same time, the officer can follow a university course leading to a Master degree;\n4th semester : specialization of training and preparation for the first commission as a leader in one of the four dominant job areas:\nPublic security,\nRiot control,\nJudiciary - Intelligence,\nRoad traffic safety.", "Official Site" ]

[ "École des officiers de la gendarmerie nationale", "History", "Application", "Training", "External links" ]

[ 3229 ]

[ 15487, 15488, 15489, 15490, 15491 ]

[ "Augustin Louis Cauchy" ]

[ 23 ]

[ "https://upload.wikimedia.org/wikipedia/commons/d/d3/Augustin-Louis_Cauchy_1901.jpg" ]

[ "École des Ponts ParisTech (originally called École nationale des ponts et chaussées or ENPC, also nicknamed Ponts) is a university-level institution of higher education and research in the field of science, engineering and technology. Founded in 1747 by Daniel-Charles Trudaine, it is one of the oldest and one of the most prestigious French Grandes Écoles.\nHistorically, its primary mission has been to train engineering officials and civil engineers but the school now offers a wide-ranging education including computer science, applied mathematics, civil engineering, mechanics, finance, economics, innovation, urban studies, environment and transport engineering. École des Ponts is today largely international: 43% of its students obtain a double degree abroad, and 30% of an ingénieur cohort is foreign.\nIt is headquartered in Marne-la-Vallée (suburb of Paris), France, and is a founding member of ParisTech (Paris Institute of Technology) and of the Paris School of Economics. The school is under the Ministry of Ecology, Sustainable Development and Energy of France.", "", "Following the creation of the Corps of Bridges and Roads in 1716, the King's Council decided in 1747 to found a specific training course for the state's engineers, as École royale des ponts et chaussées. In 1775, the school took its current name as École nationale des ponts et chaussées, by Daniel-Charles Trudaine, in a moment when the state decided to set up a progressive and efficient control of the building of roads, bridges and canals, and in the training of civil engineers.\nThe school's first director, from 1747 until 1794, was Jean-Rodolphe Perronet, engineer, civil service administrator and a contributor to the Encyclopédie of Denis Diderot and Jean le Rond d'Alembert. Without lecturer, fifty students (among whom Lebon, Bernardin de Saint-Pierre, Pierre-Simon Girard, Riche de Prony, Méchain and Brémontier), initially taught themselves geometry, algebra, mechanics and hydraulics. Visits of building sites, cooperations with scientists and engineers and participation to the drawing of the map of the kingdom used to complete their training, which was usually four to twelve years long.", "During the First French Empire run by Napoleon I from 1804 to 1814, a number of members of the Corps of Bridges and Roads (including Barré de Saint-Venant, Belgrand, Biot, Cauchy, Coriolis, Dupuit, Fresnel, Gay-Lussac, Navier, Vicat) took part in the reconstruction of the French road network that had not been maintained during the Revolution, and in large infrastructural developments, notably hydraulic projects. Under the orders of the emperor, French scientist Gaspard Riche de Prony, second director of the school from 1798 to 1839, adapts the education provided by the school in order to improve the training of future civil engineers, whose purpose is to rebuild the major infrastructures of the country: roads, bridges, but also administrative buildings, barracks and fortifications. Prony is now considered as a historical and influential figure of the school.\nDuring the twenty years that followed the First Empire, the experience of the faculty and the alumni involved in the reconstruction strongly influenced its training methods and internal organisation. In 1831, the school opens its first laboratory, which aims at concentrating the talents and experiences of the country's best civil engineers. The school also gradually becomes a place of reflection and debates for urban planning.", "As a new step in the evolution of the school, the decree of 1851 insists on the organisation of the courses, the writing of an annual schedule, the quality of the faculty, and the control of the students’ works. For the first time in its history, the school opens its doors to a larger public. At this time, in France, the remarkable development of transports, roads, bridges and canals is strongly influenced by engineers from the school (Becquerel, Bienvenüe, Caquot, Carnot, Colson, Coyne, Freyssinet, Résal, Séjourné), who deeply modernised the country by creating the large traffic networks, admired in several European countries.", "After the Second World War, the school focused on developing the link between economics and engineering. As civil engineering was requiring increasingly higher financial investments, the state needed engineers to be able to understand the economic situation of post-war Europe. From then on, the program of the school had three different aspects: scientific and technic, social, and economic.\nGradually, the number of admitted students increased in order to provide both the Corps of Bridges and Roads and the private sector highly trained young engineers. At the time, technical progress and considerable development of sciences and techniques used in building, urbanism and the protection of the environment imposed a change of strategy in the training programme. More specialisations were progressively created and the overall programme was adapted to national issues.", "École des Ponts is a Grande école, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, Grandes Écoles are elite academic institutions that admit students through an extremely competitive process. Alums go on to occupy elite positions within government, administration, and corporate firms in France.\nAlthough they are more expensive than public universities in France, Grandes Écoles typically have much smaller class sizes and student bodies, and many of their programs are taught in English. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Many of the top ranked institutes and business schools in Europe are members of the Conférence des Grandes Écoles (CGE), as is École des Ponts; out of the 250 business schools in France, only 39 are CGE members.\nÉcole des Ponts offers high-level programmes in an extensive range of fields, with traditional competences in mathematics, computer science, civil engineering, mechanics, economics, finance, environment, transport, town & regional planning, logistics and innovation. It is among the schools called \"généralistes\", which means that students receive a broad, management-oriented and non-specialised education. The school also offers specialized/research masters and PhDs, and a design school, with programmes in innovation and startup creation. Degrees from École des Ponts are accredited by the Conférence des Grandes Écoles and awarded by the Ministry of National Education (France) (French: Le Ministère de L'éducation Nationale). Its Business School is further accredited by the elite international business school accrediting organizations and it holds double accreditation: The Association to Advance Collegiate Schools of Business (AACSB), and Association of MBAs (AMBA)", "Times Higher Education ranked these Grandes Écoles in the top 10 worldwide (small universities: fewer than 5,000 students):", "", "This undergraduate-graduate engineering programme is the original and main programme offered by the school. It is quite different from typical university or college studies and specific to the French system of Grandes Écoles. The Ingénieur degree of École des Ponts – the Diplôme d'Ingénieur – is equivalent to a Master of Science (including a Bachelor of Science).", "Admissions for engineering students is mostly done after scientific preparatory classes (MP, PSI, PC) through the highly selective \"Mines-Ponts\" competitive entrance exams. Some places are open each year to French and foreign university students as well as BCPST (biology) scientific preparatory classes\nÉcole des Ponts recruits among the top 4% of the students in preparatory classes.", "École des Ponts offers a wide range of master's degrees, drawing on its historical domains of expertise. Some of them are in partnership with other high-profile institutions.\nMechanics, materials, civil engineering, nuclear engineering\nMaster Nuclear Energy, dismantling and waste management\nMaster Mechanics of Materials and Structures (MMS)\nMaster Materials for Sustainable Construction (DARS)\nMaster Mechanics of Soils, Rocks and Structures in their Environment (MSROE)\nMaster Heritage Materials (MAPE)\nMathematics, financial mathematics, computer science\nMaster Numerical Analysis, Partial differential equations (ANEDP)\nMaster Applied Mathematics for Finance (MAF)\nMaster Mathematics, Imaging & Machine Learning (MVA)\nParisian Master in Operations Research (MPRO)\nCity, transports, environment\nMaster Ocean, Atmosphere, Climate and Space Observations (OACOS)\nMaster Management and Engineering for Environmental (UPDATED)\nMaster Aquatic Systems and Water Management (SAGE)\nMaster Transport and Mobility (TM)\nMaster Transport and Sustainable Development (TraDD)\nMaster Cities, Services, Uses (PLA)\nEconomics, Sociology\nMaster Analysis and Economic Policy (APE) with the Paris School of Economics\nMaster Economics of Sustainable Development, Environment and Energy (EDDEE)\nMaster Project Finance – Structured Finance (FI Pro)", "École des Ponts ParisTech's delivers 12 Advanced Master's programmes (\"Mastère Spécialisé\"):\nAdvanced Master in Infrastructure Project Finance (IPF)\nAdvanced Master in Public Policies and Actions for Sustainable Development (PAPDD)\nAdvanced Master in Urban Planning and Development (AMUR)\nAdvanced Master in Global Supply Chain Design and Optimisation (COSCG)\nAdvanced Master in European Civil Engineering (GCE)\nAdvanced Master in the Engineering of Large Energy Structures (GCGOE)\nAdvanced Master in Real Estate, Building, Energy (IBE)\nAdvanced Master in BIM, Integrated Design and building and infrastructures life cycle (BIM)\nAdvanced Master in Integrated Urban Systems (IUS)\nAdvanced Master in Railway and Urban Transport Systems\nAdvanced Master in Urban Engineering and Information Technologies (UrbanTIC)\nAdvanced Master in Electric Vehicle Engineering (IVE)", "The laboratories of the school host many PhD students (and classical CIFRE theses) wishing to engage in research, the financing of which is done mainly through corporate chairs. There were 108 PhDs awarded in 2012 to students working in the laboratories of the School and the Ecole des Ponts was welcoming, in early 2013, about 457 PhD students in its laboratories.\nThe Ingénieur programme students have the opportunity to complete their training with a PhD in the school's laboratories, or to prepare for it by pursuing a research Masters in these laboratories during their third year.", "École des Ponts Business School is the business school of École des Ponts. It offers five types of programmes: Undergraduate Programs in International Management, The fully accredited Solvay-Ponts full-time MBA, the Executive MBA, the recently launched Executive DBA and the Custom & Corporate Programme.\nStudents from École des Ponts benefit from the proximity with the business school in two ways: they can, in parallel to their engineering studies, take the business school's undergraduate \"course in International Management (cIM)\" and have the opportunity to pursue its MBA in their last year of study.\nIn coopération with the École nationale de l'aviation civile, the school offers an Executive MBA in aviation in Morocco and China.\nThe focus of the newly launched Executive-DBA is practical, rather than theoretical. The profile of applicants is therefore different than most PhD programs.", "As part of the Ministry of Education and Research IDEFI (Excellence Initiatives for Innovative Training) programme, the school has created the first French design school.\nd.School at École des Ponts offers courses, notably through the ME310 programme in partnership with Stanford University, with a strong entrepreneurial dimension.", "The Corps of Bridges, Waters and Forests is a technical Grand Corps of the French State (see Grands corps de l'Etat). People entering the Corps become officials and serve the French state.", "Education for the Ingénieur programme is organised in the six following departments:\nCivil Engineering and Construction\nTransport, Planning, Environment\nMechanical Engineering and Materials Science\nApplied Mathematics and Computer Sciences\nEconomics, Management, Finance\nIndustrial Engineering and Management", "", "French academic partners\nUniversité Paris-Est\nParisTech\nParis School of Economics\nPSL Research Institute\nÉcole des ingénieurs de la Ville de Paris (EIVP)\nÉcoles de formation du MEDDE\nConférence des Grandes Écoles\nFrench double-degree agreements\nThe school also allows students to pursue a double-degree in France with the following institutions:\nÉcole d'Architecture Marne-la-Vallée\nÉcole nationale de l'aviation civile\nENS Paris-Saclay\nHEC Paris\nScience Po Paris\nParis School of Economics\nCollège des Ingénieurs\nIFP School\nÉcole des ingénieurs de la Ville de Paris", "Over the years, École des Ponts ParisTech has developed institutional relationships with partners around the world and has signed cooperation agreements with other academic institutions. Among the choices available to students, it is possible to pursue a double-degree at a partner institution (4 continents, 23 countries, 33 universities in 2014) .\nIt is also possible to pursue exchange semesters within the framework of bilateral agreements (Berkeley, Georgia Tech, Imperial College or Erasmus exchanges), or research internships in the laboratories of the school's academic partners.\nIn particular, the school has very close ties with Brazil, China and Spain. In the second year of the Ingénieur programme, a third of the cohort comes from partner institutions.\nEvery year, many students get a double-degree in an establishment approved by the school, including leading universities in the United-States (Stanford, MIT, Berkeley, Princeton, Columbia), the United-Kingdom (London School of Economics, Imperial College, Oxford, Cambridge) and Asia (Tokyo University, NUS, HKU) .", "Apart from exchange agreements with world high-level universities, École des Ponts offers every year to selected students from some universities of France's partner countries to pursue their studies and earn the École des Ponts degree besides their original university's degree. Universities with this form of partnership include the National Engineering School of Tunis from Tunisia, the École Hassania des travaux publics from Morocco and the Université Saint-Joseph de Beyrouth from Lebanon.", "École des Ponts ParisTech runs research in the following disciplines (the names of corresponding research centres are in brackets):\nAtmospheric environment (CEREA)\nWater, urban planning and environment (LEESU)\nMathematics and scientific computing (CERMICS)\nInformation technologies (IMAGINE)\nInternational environment and development (CIRED)\nRegional planning and social sciences (LATTS)\nUrban planning and transport (LVMT)\nEconomics (Paris School of Economics)\nSoil mechanics (CERMES), materials (LAMI), materials and structures of civil engineering (LMSGC), grouped together within UMR Navier\nÉcole des Ponts ParisTech was also the lead developer of Scilab along with INRIA. Scilab is now developed by the Scilab Consortium.\nLaboratoire central des ponts et chaussées or LCPC is an Établissement public à caractère scientifique et technologique.", "Alumni include (by alphabetical order, French unless indicated):\nPaul Andreu, architect\nGuy Béart, singer and songwriter\nHenri Becquerel, physicist\nEugène Belgrand, engineer\nFulgence Bienvenüe, chief engineer for the Paris Métro\nAndré Blondel, engineer and physicist\nLaurent-Emmanuel Calvet, economist\nAlbert Caquot, civil engineer, considered the \"best living French engineer\" during half a century\nMarie François Sadi Carnot, French president from 1887 to 1894\nJules Carvallo, civil engineer\nAugustin Louis Cauchy, mathematician\nLouis-Alexandre de Cessart, civil engineer\nAntoine de Chézy, hydrologist and civil engineer\nGaspard-Gustave Coriolis, mathematician and physicist\nCharles Ellet, Jr., American civil engineer\nAugustin-Jean Fresnel, physicist\nEugène Freyssinet, structural and civil engineer, pioneer of prestressed concrete\nJean Gallier, computer scientist\nÉmiland Gauthey, civil engineer, designer of bridges, canals and roads, uncle of Claude-Louis Navier\nJoseph Louis Gay-Lussac, chemist and physicist\nHoàng Xuân Hãn, Vietnamese scholar, professor of mathematics, linguist, historian and educationalist\nFouad Laroui, Moroccan economist and writer\nAlain Lipietz, economist and politician\nCharles Joseph Minard, civil engineer and pioneer of information graphics\nClaude-Louis Navier, engineer and physicist, known for Navier-Stokes equations\nJean-Rodolphe Perronet, architect and structural engineer\nAntoine Picon, Professor of History of Architecture and Technology and co-director of doctoral programs (PhD & DDes) at Harvard Graduate School of Design\nAmbroise Roux, CEO of Compagnie générale d'électricité (later known as Alcatel) from 1970 to 1981\nPrince Souphanouvong, president of Laos from 1975 to 1991\nJean Tirole, economist, Nobel prize in Economic Sciences in 2014\nDaniel-Charles Trudaine, administrator and civil engineer\nPierre Veltz, academic and École des Ponts ParisTech's former director\nLouis Vicat, engineer, inventor of artificial cement\nRaul Salinas de Gortari, civil engineer, politician and businessman\nJuan Carlos García Pérez de Arce, architect, Minister of Public Works in Chile\nPast and present faculty include:\nÉtienne-Louis Boullée, architect\nAlexander Spiers, English lexicographer\nYaarub Bader (يعرب بدر), previous Minister of Transportation in the Syrian Arab Republic", "\"École des Ponts ParisTech - CGE\". Conférence des grandes écoles. Retrieved 1 February 2022.\nNouvelle, L'Usine (10 March 2015). \"Ecole des Ponts ParisTech\". usinenouvelle.com. Retrieved 21 July 2015.\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\n\"FT European Business Schools Ranking 2021: France dominates\". Financial Times. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\n\"L'X, world's 2nd best small university\". École Polytechnique. 2 September 2019. Retrieved 30 January 2022.\n\"The world's best small universities\". Times Higher Education. 4 August 2021. Retrieved 2 February 2022.\n\"École des Ponts Business School\". Retrieved 21 July 2015.\n\"Solvay Ponts MBA\". Solvay Ponts MBA – Solvay Ponts MBA – Transform yourself, impact your world. Retrieved 21 July 2015.\n(in French)Executive MBA au Maroc\n(in French)L'École des Ponts ParisTech et l'ENAC lancent un MBA en Chine\n\"Paris Est d.school\". Retrieved 21 July 2015.\n(in French)Academic partners\n\"Archived copy\". Ifsttar. Archived from the original on 5 October 2008. Retrieved 28 September 2008.\nBensahel, Nathalie; Riche, Pascal (6 April 1999). \"Ambroise Roux passe de l'ombre à trépas.Le plus puissant lobbyiste du patronat français est mort dimanche à l'âge de 77 ans. Intime de Pompidou, il régnait sur le capitalisme français depuis près de trente ans. près de trente ans\". Libération. Retrieved 18 April 2017.\n\"الرئيسية\". Retrieved 21 July 2015.", "Official site Archived 7 April 2004 at the Wayback Machine" ]

[ "École des ponts ParisTech", "History", "1747–1794: Origins", "1794–1848: Growth and industrialisation", "1848–1945: The big works", "1945–1997: Modernisation", "Academics", "Ranking", "The Ingénieur programme", "Curriculum", "Admissions", "Master's degrees", "Advanced master's programmes", "PhDs", "École des Ponts Business School", "d.School at École des Ponts", "Corps of Bridges, Waters and Forests", "Departments", "Partnerships", "Partnerships with French institutions", "Partnerships with international institutions", "One-way double-degree agreements", "Research", "Alumni and faculty", "References", "External links" ]

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[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c4/Ecole_du_Carrefour.jpg" ]

[ "École du Carrefour is a Canadian francophone public school in Dartmouth, Nova Scotia for students in grades 5 through 8. It is operated by the Conseil scolaire acadien provincial (CSAP). It is located in the same building as the French community centre, Conseil Communautaire du Grand Havre. École du Carrefour's mascot is a leopard and the school colours are grey and purple.", "École du Carrefour du Grand-Havre opened in 1991. It took ten years of negotiations in order for them to achieve their vision as a French-only school as it exists today. In its first year after being opened, École du Carrefour consisted of 120 students.\nOriginally, the French school was attended by students from grade primary to grade 12. After the number of students was too populous for the school to support, two elementary schools (Grades primary to 6) were built. These schools were École Bois-Joli in Dartmouth, Nova Scotia and École Beaubassin in Bedford. École du Carrefour remained a high school for several years until the creation of École secondaire Mosaïque in 2020.", "École du Carrefour has a student government called the CJÉ (Conseil Jeunesse Étudiant). Historically, this body was composed of 10 people in total: a president, four vice presidents, a representative from grade 7, a representative from grade 8, a representative from grade 9, a secretary, and a treasurer. One or many members of the teaching staff play a role as monitoring agent of the CJÉ. In order to apply for positions on the board, the Presidents and secretary must hold a minimum 75% average in French, while the treasurer must have a minimum of 75% in mathematics. All other members require an average of 70% or higher." ]

[ "École du Carrefour", "History", "Student government" ]

[ 3231 ]

[ 15527, 15528, 15529 ]

[ "", "", "The entrance hall in the École du Louvre.", "The Aile de Flore, the Ecole du Louvre's frontage." ]

[ 0, 0, 2, 4 ]

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[ "The École du Louvre is an institution of higher education and grande école located in the Aile de Flore of the Louvre Palace in Paris, France. It is dedicated to the study of archaeology, art history, anthropology and epigraphy.\nAdmission is based on a competitive entrance exam after secondary school (lycée), though candidates may also apply after two or three years of university studies in the subjects of history, classics, literature, geography, philosophy and art. The school offers an undergraduate program, a master's program and a doctoral program as well as a preparation class for civil service entrance exams.", "The École du Louvre was created in 1882 with the mission to \"extract from the collections the knowledge they contain, and to train curators, missionaries and excavators\". The school was originally dedicated to archaeology, but soon expanded to related disciplines, such as history of art, anthropology and ancient languages.\nThe school was created in a context of expansion of higher education in Europe, and in France in particular, which was reflected by providing lectures to the general public in addition to providing an education to students. Public lectures and conferences aimed at fee-paying \"auditors\", and summer school, continues the tradition on which the school was based.\nOther prestigious institutions were created during the same period in France, such as the Institut d'études politiques de Paris (Sciences-Po) or the École des Hautes Études Commerciales (HEC).\nIn 1920, the school established the General Art History course (known as HGA), that became the foundation for the curriculum. This course would develop into the current graduate program over the following years.\nIn 1927, the school was innovative by creating the chair of museology, the first such in the world.\nIn 1998, following the development of the Grand Louvre, the school moved to its present location in the Aile de Flore, the river-facing wing of the museum.\nThe École nationale supérieure des Beaux-Arts or the Ecole Boulle are also well known art institutions in France.", "As of 2006, the École du Louvre complies with the Bologna process and offers an undergraduate degree after three years (Premier Cycle), a master's degree after two years (Deuxième cycle) and a research degree in three years (Troisième Cycle). It also provides preparation classes for some civil service exams as well as conferences for a wider public. Altogether, there are about 700 teaching staff.", "Undergraduate students follow a core course called HGA (General Art History studying various periods and areas). Lectures are held in an amphitheatre, and tutorials are held in various museums providing a \"hands-on\" experience with the material.\nThe first year is dedicated to the Antiquity, with an emphasis on Prehistoric, Classical and Oriental Archaeology.\nThe second year focuses on the History of Art and Archaeology of the non-Western world, as well as the study of the Middle Ages and Renaissance.\nThe final year focuses on the History of Art in modern times, and African and Oceana Art including Anthropology.\nIn addition to the core course, in their first year students choose a specialisation area to study for the duration of the degree, known as cours organiques or spé. Currently 31 specialisations (or cours organiques) exist such as painting, drawing, sculpture, engraving, furniture, architecture, industrial design, cinema, fashion, photography created in various areas all over the world such as in Europe, Africa, America, Oceania or Middle and Far East. Students also take courses in Epigraphy, Numismatics or Modern Languages.", "The master's program is composed of two years. During the first year, students study museology and research methods. At the end of the second year, students submit a master's thesis highlighting research and work experience.", "Although the research program is not formally a doctoral program, delivering a diplôme de recherche approfondie instead, students spend the three or more years conducting extensive academic research under the direction of a supervisor from the École du Louvre.", "The École du Louvre has exchange agreements with the Université de Montréal in Quebec, the Istituto Veneto di Scienze, Lettere ed Arti in Venice, Italy and the University of Heidelberg in Germany. In October 2014, a new dual degree Master's program between the Ecole du Louvre and Sciences Po was announced.", "The École du Louvre possesses one of the largest Art History and Archeology collections, which is made available to academics and students.\nThe École du Louvre regularly publishes books, manuals and academic research, often in conjunction with an external publishing house.", "\"Ecole du Louvre : enseignement, recherche et publications en histoire de l'art\". 2004-11-15. Archived from the original on 2007-02-25. Retrieved 2008-04-06.\n\"Ministère de la culture et de la communication : Direction des musées de France, Administration centrale - Etablissements publics et statuts particuliers\". 2002-10-03. Retrieved 2008-04-06.\n\"L'école du Louvre multiplie les doubles diplômes\". Le Figaro Etudiant (in French). Retrieved 2018-07-05.", "Official website\nArticle (in French) by the newsmagazine Le Point\nAcademic exchange agreement with Heidelberg" ]

[ "École du Louvre", "History", "Teaching", "Premier cycle", "Deuxième cycle", "Troisième cycle", "Academic partnerships", "Library and publications", "References", "External links" ]

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[ "The École européenne de chimie, polymères et matériaux (ECPM; European School of Chemistry, Polymers and Materials Science) of Strasbourg is a public engineering school in the city of Strasbourg, in Alsace, France. It was founded in 1948, and is located on the Cronenbourg Campus of the University of Strasbourg. Each year 90 students graduate from the school with a diplôme d'ingénieur. It is a National School of Engineers, part of the University of Strasbourg and a member of the Fédération Gay-Lussac, which recruits from the common polytechnic entrance examination. It is also part of the Alsace Tech network of nine engineering schools in Alsace. The ECPM offers its students three specialties: chemistry (analytical or organic), polymers or materials.", "1919 -\nCreation of the chemical institute by the professors T.Muller and H.Gault. Lectures are taught rue Goethe in Strasbourg.\n1948 -\nCreation at the same place of the Ecole nationale supérieure de chimie (ENSCS) by the professor H. Forestier.\n1962 -\nThe Ecole de chimie has place in new premises (tour de la Chimie) on the campus central de l'Esplanade. The first practical sessions from the ENSCS in analytical chemistry begin at the start of the school year 1962.\n1968 -\nThe ENSCS becomes a public organization.\n1981 -\nThe professor M. Daire introduces the European teaching program.\n1986 -\nThe ENSCS becomes Ecole Européenne des hautes études des industries chimiques de Strasbourg (EHICS)\n1995 -\nThe EHICS, the Ecole d'application des hauts Polymères and the Magistère matériaux de l'université de Strasbourg-I group together and form the Ecole de chimie, Polymères et Matériaux (ECPM).\n1998-1999 -\nThe ECPM moves to new premises on the University's Cronenbourg campus.\n2006 -\nStrasbourg becomes business cluster of the French chemistry.\n2009 -\nThe université Louis Pasteur and the other universities of Strasbourg are joined and form l'Université de Strasbourg\n2011 -\nOpening of the new Classe préparatoire intégrée internationale (CP2I) - CHEM.I.ST. at the start of the school year 2011.", "→ To enter the First year:\n- The school recruit essentially with the «Concours Communs Polytechniques» (CCP) or the DEUG (which are national competitive exams).\n- The admission could also be done by an interview with a License 3 in Chemistry or in Physics at the university, a DUT (university diploma of technology) for example, in Chemistry, physical measurements optional materials or chemical engineering.\n- For international students, they must have a Bachelor of science or an equivalent foreign degree.\n- After 2 years in CPI classes at Rennes (ENSCR), Lille (ENSCL), Clermont-Ferrand (ENSCCF) or in Strasbourg (ECPM: referred to the CPI classe's paragraph).\n→ To enter the Second year, students can have access at the ECPM having an interview, with a Master M1 in Physics with a speciality in Polymers or materials.\n→ Admission to the CP2i class in the ECPM, after the Baccalaureate, or an equivalent foreign degree for the international students.\nThere is no competitive exam, but every student should submit their school results. Then there are interviews to evaluate the motivations with the people in charge of the Chem.I.St programme. Approximately 50 students are selected every year. There are nearly 20% international students.", "This class allows the students to gain admission to a school of the Fédération Gay Lussac (19 schools) after two years. These 2 years consist of studying engineer's trades in the domain of chemistry.\nThere are 5 CPIs in France: Rennes, Clermont-Ferrand, Lille, Pau and Strasbourg at the ECPM\nThe last one was opened at the start of the 2011-12 school year in Strasbourg. The speciality of this school is that it welcomes a large number of international students, as well as that 20% of the courses are delivered in English and 10% are delivered in German (optional). There are 50 students in each year.\nTo gain admission to the CP2I:\nFrench students register on Admission Post-Bac and follow the steps.\nStudents are selected on the basis of their academic record and a 20-minute interview.\nInternational students submit their dossiers directly to the school.\nInternational students are also selected on the basis of their academic record and an interview.\nGeneral presentation of CPI-CHEM.I.ST :\nA strong scientific program: a major part of chemistry, physics and maths during the 2 years with a total, for the first year, of around 700 hours of scientific lesson. We must add Lab Work of this scientific formation, with a total of 102 hours for the first year.\nThe CPI-CHEM.I.ST base of more practical work than in an intensive foundation degree, with high-quality laboratory. The program includes group work to develop the communication, the creativity around scientists projects. Moreover, in 2016, a \"videxo\" program was created. During, the \"videxo\" student solves a science problem on a board and in the same time someone films him to send the video to the teachers. The goal of this is to promote self-confidence, speaking, and the scientist reflexion which are important qualities for the future engineer.\nAn international program in a multicultural environment: many students with different cultures and two foreign languages to learn. At the beginning of the formation, students can participate in an English language session for one week in order to learn the fundamentals of the scientific English. Insertions travels are organised at the end of the first year in Germany or in England. The students will participate in lectures and lab work in a foreign university. Most of the time the foreign students come from China.", "The speciality is chosen in the second year. Students have four possibilities:\nChemistry:\nOrganic Chemistry: With this speciality, students attain a high level in synthesis and characterization of organic chemistry.\nAnalytical Chemistry: Students are trained in techniques of analysis within the context of quality control.\nPolymers: Students are trained to become flexible engineers in the polymer industry.\nMaterials: Students are trained in physics and chemistry of functional materials. Students become engineers specializing in conception and development of materials with an added value.", "There are several associations managed by school's students :\n- l'Amicale (BDE) (or Student Union ): It manages the associative and festive life of the school, organizes students foyer's functioning, publishes students' directory and organizes events like, for example, new students integration's weekend. About ten clubs exist in the association like the Arts' Office, DéméTerre (sustainable development), Theatre Club, Manga Club, Cine Club, Gastronomy Club, study trip, etc.\n- Le Bureau des Sports (BDS° (or Sports Office) : It allows students to do sport, to participate in university competitions and organizes events like a nice trip at the month for a weekend or at the Tournoi Inter-Chimie (TIC) in spring. Moreover, the ECPM won this sports and festive event in 2006 which has been organized in Mulhouse.\n- Le \"Forum Horizon Chimie\" (FHC) : It's the ECPM's association that organize a forum which happens every year at la Maison de la Chimie in Paris.\nMoreover, a junior company, Strasbourg Chimie Service, allows students-employed to make some punctual missions like chemical analyses, scientific conferences or translations of publications.\nIt also exists l'Amicale des Ingénieurs de Chimie de Strasbourg (Association of the Strasbourg's Engineers of Chemistry). It's an association aiming at conservation and relations' strengthening between graduates and students. It has in particular for ultimate objective the creation of a robust and big network ECPM, a very great tool for a successful career.\n-Student common room\nThe ECPM Student common room is the center of the school. It is a place where students can relax after lunch or during off-peak times. \nIt is a big place where you can find a table football, a billiard table, many couches and tables and even a microwave. In fact, it is possible to eat food you’ve brought. Moreover, there is a mezzanine with a hi-fi system, which makes you think of a nightclub and a terrace which is surrounded by trees and is really cozy.\nEveryone has the right to go to the student common room, the students in the engineering cycle and the CPI’s. Furthermore, the BDE and the BDS (respectively student union and sports office) sometime organize parties in the student common room (for example barbecues) to bring the whole school together. For example, there is the Welcome Party every year for new students.", "The ECPM participated to many different networks in order to communicate with factories, institutions or students.\nThat different networks are :\n-The Gay-Lussac federation: The federation was found by Louis Joseph Gay Lussac. It regroups no more than 20 schools of chemistry and chemical engineering. These 20 schools, through their teaching activities, research and training, are working together to raise awareness, develop and promote engineering courses in chemistry.\n-The network “Alsace Tech“: Alsace Tech regroups 12 reputed engineering, management and architecture schools of Alsace. Its main objective is to promote, to contribute to the national and international influence and to increase the legibility of its schools' members.", "The ECPM is a hub for scientific research. Five laboratories associated with the CNRS form the ECPM's research federation. The fields of research are varied: materials, catalysis, polymers, organic synthesis, analysis of biomolecules. The laboratories collaborate with industries and major European research organizations as part of European agreements. A 1000m² hall with a cleanroom further the exchanges with industry.\nAssociated Laboratories\n- The SYBIO Laboratory (Synthèse Organique et Molécules Bioactives)\n- Laboratoire de Chimie Bioorganique et Médicale\n- The Nierengarten group\n- Laboratoire de Synthèse et Catalyse Asymétrique (SynCat)\n- Laboratoire de Chimie organométallique", "You can find different kinds of food services in and around the campus.\n- Restaurant universitaire (RU): this is the place where the majority of the students come every day. The choice is between three different main courses: today's special, world's dish, and the grill. Patrons can also take a starter and a dessert, the whole for 3€15. Dining is in a large room with all the campus' students: CPI, engineers, and students of the IUT Louis Pasteur.\n- Mini R : It's a new concept ! It's located above the RU. The principle is the same as a cafeteria. You choose what you want: sandwiches, fagottini, fruits, desserts, drinks, and some hot food like pizzas, paninis, pasta and wok boxes, kebab, hot dog, etc. One can eat there or take away.\n- Vending machine: in the school, next to the coffee machine. There are several kinds of sandwiches, but all of them are industrial.\n- In the common room: it is mainly the place where the engineers eat because they are contributors (prices are less expansive for them). For those bringing food from their flat, you can warm up there; there are ovens and stovetops.\n- Fast food and supermarkets: Finally, there is an area next to the IUT Louis Pasteur with fast food like Mac Donald, Mezzo di Pasta or supermarkets (Liddl, Intermarché).", "According to the Point newspaper, the ECPM was ranked 18th in 2007 and was the leading chemistry schools in that rank (excluding chemical engineering) before the ENSCP which occupied the 30th rank. According to L'Express, the school was ranked 27th as a post-prépa engineering school in 2008, behind the National School of Chemistry of Paris in the category of chemistry schools. Concerning starting incomes, the ECPM was ranked 10th by L'Usine Nouvelle in 2007. In the same newspaper, the ECPM is ranked 6th as a school betting on self-knowledge, that is to say, a school devoting a large part to non-scientific lectures.\nsee the French article" ]

[ "École européenne de chimie, polymères et matériaux", "History", "Admission to ECPM", "CP2I / Classe préparatoire intégrée internationale", "Speciality", "Community life", "Partners and networks", "Scientific Research", "Food services", "Ranking" ]

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[ "", "Main entrance", "La Ferme building", "", "", "", "", "", "" ]

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[ "The École hôtelière de Lausanne (EHL, lit. 'Hotel School of Lausanne') is a hospitality management school in Switzerland. The school is consistently regarded as the best hospitality school in the world. It trains students whose goals are to obtain managerial careers in the hotel and hospitality industries.\nIts campus is located in Le Chalet-à-Gobet, eight kilometers from the city center of Lausanne. Today, the school welcomes more than 3,200 students from 123 different countries.\nEHL is a member of EHL Group, which was founded in 2015 and is dedicated to hospitality management education. This reorganization was aimed at fostering management transparency and facilitating partnerships abroad.", "Founded in 1893 by Jacques Tschumi, Ecole hôtelière de Lausanne is the oldest hotel school in the world. It opened during the tourism boom in Switzerland in the late 19th century in response to high demand for skilled and qualified personnel.\nIn 1994, EHL launched its new Bachelor of Science in International Hospitality Management\nIn 2001, EHL launched an EMBA (Executive Master in Hospitality Administration) program, a graduate degree in hospitality management from the University of Applied Sciences and Arts of Western Switzerland (HES-SO).", "It prepares students for senior international positions in the field through five programs:\nThe Bachelor of Science in International Hospitality Management (taught in English or French), which includes a preparatory year of immersion into the hospitality industry, three years of coursework studying business management topics, two six-month internships (often taken abroad), and a 10-week consulting mandate\nThe Master of Science in Global Hospitality Business, a three-semester program in partnership with the Hong Kong Polytechnic University and the University of Houston, with courses taught in Lausanne (Switzerland), Hong Kong (China) and Houston (United States)\nThe MBA in Hospitality, delivered 80% online starting September 2017\nThe Executive MBA in Hospitality Administration, a 12-month post-graduate program in hotel and hospitality management\nThe Master Class in Culinary Arts, a six-month certificate focused on the advanced aspects of culinary arts such as international cuisine, gastronomy and baking\nEHL offers financial support to talented students who are unable to enroll due to financial hardship.\nStudents, staff and teachers follow the EHL dress code, which is viewed as an additional asset for developing student potential.", "The EHL campus contains several training restaurants for students in the preparatory year, including the Berceau des Sens, a gourmet restaurant that is open to the public and recognized by the Gault Millau guide. In 2019, the restaurant was awarded One Michelin Star. It also has several bars, 48 classrooms, auditoriums, a library, study rooms, a wine tasting room, a cafeteria, a boutique, a historic building, sports areas, and dorms.\nEHL has adopted several sustainability initiatives, including a waste management system, vegetable garden, heat recovery system for cold storage, solar panels, and two electric cars on campus.\nIn 2013, EHL launched a project to further develop its campus through a collaborative exchange of ideas involving 385 architecture and landscape design students from around the world. Preparatory work should start in the fall of 2016, and should end within four years. The cost of the project is estimated at 226 million Swiss francs.\nAfter having received the EduTrust certification from Singaporean authorities last June, Ecole hôtelière de Lausanne has now secured the location of its future campus to open in September 2021. The building located at 3 Lady Hill Road in the Orchard Road area will receive its first cohort in the fall of 2021. Once a boarding school for the children of British soldiers, the former Kinloss House has been completely restored to its former classic beauty. This 2,400 square meter building set on 1.9 hectares of land used to be the executive training center for a major global company. The property houses classrooms, meeting rooms, a large multi-purpose hall and numerous break out spaces. This location has been selected based on several factors such as potential for student life, quality and aesthetics, flexibility to accommodate modern learning formats, its peaceful environment to facilitate learning, proximity to some of the main touristic landmarks and an opportunity to offer an EHL experience with a genuinely local flavor.", "EHL students have created several committees for various interests, including sports, photography, food, arts, entrepreneurship and career development such as the Young Hoteliers Summit, whose goal is to bring together established professionals and aspiring leaders of the hospitality industry to share ideas and knowledge which would accelerate progress in the industry.", "Candidates for the Bachelor program are selected after a review of their application materials as well as an online assessment with analytical and quantitative tests, a hospitality aptitude test, and an online interview. The process is divided into three parts. Submitting of profile and essay online, then if accepted candidates take an online interview with aptitude tests, following this; if successful, applicants are invited to a selection day which includes a campus tour, an hour long interview with a teacher or staff member along with a student ambassador, and a team building activity.", "Ecole hôtelière de Lausanne is accredited as an Institution of Higher Education, issued by the New England Association of Schools and Colleges (NEASC, USA). This accreditation ensures that the institution meets the international standards of higher education, and facilitates credit transfers and degree recognition from American institutions.\nWithin Switzerland, it is the only hospitality school offering training affiliated with the University of Applied Sciences and Arts of Western Switzerland (HES-SO), attesting to the high teaching quality and allowing the issued qualifications to be protected by Swiss law.\nThe Executive MBA in Hospitality Administration program was recognized by the Swiss Center of Accreditation and Quality Assurance in Higher Education (AAQ) as meeting their quality standards.", "Based on a study done by TNS Sofres in 2007, 2010 and 2013 with managers and recruiters from the hospitality world, EHL is considered to be the best in the world with regard to graduate job placement in international hospitality careers.\nIn 2013 and 2014, EHL was named the Best Hospitality Management School in the international competition of the Worldwide Hospitality Awards.\nIn 2019 EHL was ranked No.1 Worldwide by QS World University Rankings (Hospitality and Leisure Management category.\nEHL also ranked No.1 on the list of the best hospitality and hotel management schools in the world (CEO World Magazine, 2019)", "Since 2014, the EHL research center, in partnership with STR, has sought to become a premier source of research in the field of international hospitality. The EHL Food & Beverage Chair, supported by the food production and marketing group Saviva, has studied the changes and challenges of the restaurant industry market since 2010. The METRO Innovation Chair is dedicated to research and innovation in the hospitality and restaurant field.\nMany gastronomy experts are part of the school's faculty, including several Meilleurs Ouvriers de France (MOF).", "EHL incorporates market trends and new technologies in its teaching through collaborative projects with companies. The Student Business Projects allow companies to appoint a full-time team of students to work on a topic that they need a solution for.\nEvery year, students can attend the on-campus Career Fair, allowing them to meet potential employers for internships or permanent positions.\nA Business Incubator was established in 2012 to support start-ups who want to start in the hospitality sector.\nEHL has established an International Advisory Board composed of international leaders in the hospitality and education sector, which provides the school with an opportunity to benefit from direct feedback and experiences from the industry.", "Through its subsidiary, EHL Advisory Services, EHL Group provides consulting services and manager training from its offices in Switzerland, China and India. EHL Advisory Services has developed a network of certified schools to recognize institutions when they become top notch. To date, it has issued EHL certification to the following schools:\nAlgeria - Ecole Supérieure d'Hôtellerie et Restauration d'Alger\nChina - Beijing Hospitality Institute\nChina - Hospitality Institute of SanYa\nChina - Guilin Tourism University\nIndia - Indian School of Hospitality\nIndia - DICE School of Hospitality and Culinary Arts\nJordan - Royal Academy of Culinary Arts (Associate Member to the Network of EHL-Certified Schools)\nLebanon - Université La Sagesse, Faculty of Hospitality Management\nMexico - Centro de Estudios Superiores de San Ángel\nPhilippines - Dusit Hospitality Management College\nThailand - Dusit Thani College\nSaudi Arabia - King Abdulaziz University Tourism Institute\nIn November 2013, EHL acquired the Swiss School of Tourism and Hospitality (SSTH) at Passugg, Switzerland, which teaches tourism, gastronomy and hospitality.", "The EHL Alumni Association (AEHL) was established in 1926. Nearly 500 former students became members during its first year of existence, including the directors of prestigious hotel establishments located in Switzerland and abroad. Today, AEHL fosters a network of 25,000 active members in 120 countries.\nNotable members:\nBernhard Bohnenberger (1986), President, Six Senses Hotels Resorts Spas\nPeter C. Borer (1975), COO, The Peninsula Hotels and executive director, The Hongkong and Shanghai Hotels Limited\nChristopher W. Norton (1980), President, Global Product and Operations, Four Seasons Hotels and Resorts\nGeorges Plassat (1972), CEO, Carrefour Group\nKurt Eduard Ritter (1970), CEO, The Rezidor Hotel Group\nHans Wiedemann (1978), managing director and Delegate of the Board, Badrutt's Palace Hotel\nChristian Clerc (1992), President, Hotel Operations - Europe, Middle East and Africa, Four Seasons Hotels and Resorts\nNathalie Seiler-Hayez (1995), managing director, Beau-Rivage Palace, Lausanne\nJacky Lorenzetti (1969), Founder, Fonica Group and President, Racing Métro 92 Rugby\nPhilippe Durand-Daguin (1965), Founder, Eurent Group\nFrançois Dussart (1990), managing director, Beau-Rivage Palace SA\nPhilippe Peverelli (1985), CEO, Montres Tudor SA (Rolex group)\nAlain Delamuraz (1988), Vice President and Head of Marketing, Blancpain SA\nLorenzo Stoll (1996), CEO Suisse Romande Swiss International Airlines, Switzerland\nMathieu Jaton (1999), CEO, Montreux Jazz Festival\nArnaud Bertrand (2008), Founder, Housetrip\nDominique Seiler (1990), Head of Talent Acquisition, UBS Switzerland\nFlo Sander (2001), managing director, iThink Consulting Group\nAlain Kropf (1990), General Manager, Royal Savoy Hotel Lausanne\nTomas Feier (1992), General Manager Disneyland Hotel, European Hotel Managers Association\nChristophe Laure (1990), General Manager, InterContinental Le Grand Hotel Paris\nMichel Jauslin (1972), Area Vice President, Hyatt Hotels & Resorts\nSimon Rusconi (1990), Vice President of Operations, Morgans Hotel Group\nClaude Membrez (1990), General Manager, Palexpo", "", "EHL Wolves\nList of largest universities by enrollment in Switzerland", "\"EHL by numbers\". EHL.\n\"Hospitality & Leisure Management\". Top Universities. 15 February 2019. Retrieved 21 October 2019.\n\"Les écoles hôtelières suisses s'accrochent pour rester les meilleures - Économie - Bilan\". Bilan.ch. Retrieved 8 January 2017.\n\"Le top des écoles hôtelières\". Migrosmagazine.ch. Archived from the original on 22 July 2012. Retrieved 8 January 2017.\n\"La Suisse domine le classement des meilleures écoles de management hôtelier du monde\". Digischool.fr. 4 August 2015. Retrieved 8 January 2017.\n\"Top 10 Hotel Management Schools in the World\". HotelierMiddleEast.com. 5 September 2012. Retrieved 8 January 2017.\n\"Les nouvelles stratégies des écoles hôtelières suisses - SWI\". Swissinfo.ch (in French). 1 January 1970. Retrieved 8 January 2017.\nMonde Economique, magazine suisse d’information et d’actualité économique. \"360 nouveaux futurs managers de l'Ecole hôtelière de Lausanne viennent renforcer le leadership mondial de l'Ecole dans les métiers de l'hôtellerie et de l'accueil / Actualités - Monde Economique\". Monde-economique.ch. Archived from the original on 9 August 2016. Retrieved 8 January 2017.\n\"Concours international pour l'essor de l'Ecole hôtelière de Lausanne - Le Temps\". Letemps.ch (in French). 5 June 2009. Retrieved 8 January 2017.\n\"Ecole hôtelière de Lausanne: les étudiants imaginent le futur campus\". Lacote.ch. Retrieved 8 January 2017.\n\"EHL by numbers\". EHL. Retrieved 21 October 2019.\n\"Lausanne: L'Ecole hôtelière se réorganise pour mieux grandir - Vaud & Régions\". 24heures.ch. Retrieved 8 January 2017.\n\"Ecole Hoteliere De Lausanne : La Recette D'Un Succes Qui Dure / Actualités - Monde Economique\". Monde-economique.ch. Archived from the original on 9 August 2016. Retrieved 8 January 2017.\n\"BCUL / Editeurs, producteurs et imprimeurs vaudois / Recherche par domaine\". Dbserv1-bcu.unil.ch. Archived from the original on 10 August 2016. Retrieved 8 January 2017.\n\"Our History\". EHL. Retrieved 21 October 2019.\n\"Etudier | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Archived from the original on 7 March 2012. Retrieved 8 January 2017.\n\"Emmanuel, étudiant à l'Ecole hôtelière de Lausanne\". Reussirmavie.net. Retrieved 8 January 2017.\n\"Hospitality management :: HES-SO University of Applied Sciences and Arts Western Switzerland\". Hes-so.ch. Retrieved 8 January 2017.\n\"Bachelor in International Hospitality Management | SSTH\". Ssth.ch. Archived from the original on 20 December 2016. Retrieved 8 January 2017.\n\"Global Hospitality Business, Master, EHL, HES-SO\". Hes-so.ch. Retrieved 8 January 2017.\nDivecha, Devina (14 November 2016). \"EHL to offer new MBA in Hospitality from 2017\". HotelierMiddleEast.com. Retrieved 8 January 2017.\n\"EHL expands its academic offering to include a new highly flexible MBA in Hospitality\". eHotelier.com. Archived from the original on 8 January 2017. Retrieved 8 January 2017.\n\"Executive MBA | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"Master of Business Administration in Hospitality, MBA - at Ecole Hôteličre de Lausanne (EHL), Lausanne, Switzerland\". MastersPortal.eu. Archived from the original on 16 September 2016. Retrieved 8 January 2017.\n\"Archived copy\". Archived from the original on 11 August 2016. Retrieved 3 August 2016.\n\"EHL launches new Master Class in Culinary Arts | Ecole hôtelière de Lausanne\". Ehl.edu. Archived from the original on 16 September 2016. Retrieved 8 January 2017.\n\"EHL Answers Food & Beverage Industry Needs with a New Master Class in Culinary Arts\". Luxury-hospitality-daily.com. 8 April 2016. Retrieved 8 January 2017.\n\"THE MAGAZINE OF THE ECOLE HÔTELIÈRE DE LAUSANNE\". Ehl.edu. Retrieved 8 January 2017.\nCamille Destraz. \"Look irréprochable: attention aux abus - Entreprises, Les plus de la rédaction\". Bilan.ch. Archived from the original on 15 August 2016. Retrieved 8 January 2017.\n\"Le Berceau des Sens fait son entrée dans le guide Gault & Millau :: HES-SO Haute école spécialisée de Suisse occidentale\". Hes-so.ch. Archived from the original on 14 August 2016. Retrieved 8 January 2017.\n\"Le Berceau des Sens - Pully : a Michelin Guide restaurant\". viamichelin.com. Retrieved 8 July 2019.\n\"Campus | Ecole hôtelière de Lausanne\". Ehl.edu. Retrieved 8 January 2017.\n\"L'école Hôtelière de Lausanne : une école qui s'engage pour ses étudiants et pour l'environnement / Actualités - Monde Economique\". Monde-economique.ch. Archived from the original on 10 August 2016. Retrieved 8 January 2017.\n\"Jardins sacrés - Le Temps\". Letemps.ch (in French). 5 June 2009. Retrieved 8 January 2017.\n\"Développement durable à l'Ecole Hôtelière - Le Régional, l'accent de votre région\". Leregional.ch. 27 May 2006. Retrieved 8 January 2017.\nCamille Destraz. \"L'Ecole Hôtelière idéale des étudiants en architecture - Entreprises, Les plus de la rédaction - Bilan\". Bilan.ch. Archived from the original on 16 September 2016. Retrieved 8 January 2017.\n\"HOTELS, RESTAURANTS et INSTITUTIONS - L'École Hôtelière de Lausanne dévoile les dessins de son futur campus\". HRImag. Retrieved 8 January 2017.\n\"Gros investissements à l'Ecole hôtelière de Lausanne - Le Temps\". Letemps.ch (in French). Retrieved 8 January 2017.\n\"Comités étudiants : un foisonnement d'activités | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"448 new students admitted to the Ecole hôtelière de Lausanne following a rigorous selection process\". Hospitalitynet.org. Retrieved 8 January 2017.\n\"Processus de sélection | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"Ecole hôtelière de Lausanne | Colleges & Universities (CIHE) / Commission on Institutions of Higher Education\". Cihe.neasc.org. 1 July 2016. Retrieved 8 January 2017.\n\"Accréditations & Relations Institutionnelles | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"Ecole hôtelière de Lausanne (EHL)\". VD.CH. Archived from the original on 6 August 2016. Retrieved 8 January 2017.\n\"Assurance qualité :: HES-SO University of Applied Sciences and Arts Western Switzerland\". Hes-so.ch. Retrieved 8 January 2017.\n\"OAQ\" (PDF). Aaq.ch. Archived from the original (PDF) on 24 June 2016. Retrieved 8 January 2017.\n\"Ecole hôtelières : l'excellence de la filière suisse\". Business-herald.com. 28 April 2014. Retrieved 8 January 2017.\n\"Classement: Les écoles hôtelières suisses sont au sommet - Économie\". 24heures.ch. Retrieved 8 January 2017.\n\"La Suisse grande gagnante du classement mondial 2013 des meilleures écoles hôtelières\". Studyrama.com. Retrieved 8 January 2017.\n\"Hospitality ON - Actualité hôtelière internationale\". Hospitalityawards.com. Retrieved 8 January 2017.\n\"Ecole Hôtelière de Lausanne\". Hospitalityawards.com. Retrieved 8 January 2017.\n\"Best Hospitality And Hotel Management Schools In The World For 2019 > CEOWORLD magazine\". CEOWORLD magazine. 4 March 2019. Retrieved 21 October 2019.\n\"hotelleriesuisse - Ecole hôtelière de Lausanne (EHL)\". Hotelleriesuisse.ch. Retrieved 8 January 2017.\n\"HNN - STR Global, EHL partner to create LHRC\". Hotelnewsnow.com. 7 January 2015. Retrieved 8 January 2017.\n\"Partenariat entre l'Ecole Hôtelière de Lausanne et Saviva\". Journaldespalaces.com. 14 October 2014. Retrieved 8 January 2017.\n\"L'Ecole hôtelière de Lausanne and METRO GROUP join forces to create the METRO Chair of Innovation\". Hospitalitynet.org. Retrieved 8 January 2017.\n\"Gastronomie: Les chefs alémaniques ne manquent pas de souffle - News Vivre: Gastronomie\". 24heures.ch. Retrieved 8 January 2017.\n\"htr hotel revue - Das Onlineportal der Schweizer Fachzeitung für Tourismus: La Suisse croque bleu, blanc, rouge\". Htr.ch. Retrieved 8 January 2017.\n\"A new department of Entrepreneurship & Innovation was created at Ecole hôtelière de Lausanne who is in charge of the Student Business Projects (SBP)\". Hospitalitynet.org. Retrieved 8 January 2017.\n\"Nos services | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Archived from the original on 21 December 2016. Retrieved 8 January 2017.\n\"Forums carrières | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"L'Ecole hôtelière de Lausanne crée son incubateur - Le Temps\". Letemps.ch (in French). Retrieved 8 January 2017.\n\"Incubateur d'entreprises | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"L'Ecole hôtelière de Lausanne renforce ses relations avec la profession\". Hospitality ON. 17 November 2016. Archived from the original on 20 December 2016. Retrieved 8 January 2017.\n\"Conseil Consultatif International 2017 | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Archived from the original on 16 September 2016. Retrieved 8 January 2017.\nCharaf Abdessemed (21 December 2016). \"L'Ecole hôtelière se vend à l'international | Lausanne Cités\". Lausannecites.ch (in French). Retrieved 8 January 2017.\n\"Advisory Services Archives - Lausanne Hospitality Consulting\". Lhcconsulting.com. Archived from the original on 16 September 2016. Retrieved 8 January 2017.\n\"Restauration: Comment l'Ecole hôtelière parvient à conquérir le monde - News Vaud & Régions: Lausanne & Région\". 24heures.ch. Retrieved 8 January 2017.\n\"Ecoles certifiées | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\n\"EHL Network of Certified Schools\". EHL. Retrieved 21 October 2019.\n\"L'Ecole hôtelière de Lausanne rachète une école grisonne - Économie - Bilan\". Bilan.ch. Retrieved 8 January 2017.\n\"Ecoles supérieures : Etudes post-diplôme\" (PDF). Metiershotelresto.ch. Archived from the original (PDF) on 20 December 2016. Retrieved 8 January 2017.\n\"Infotellerie n.38 (Page 1)\" (PDF). Hotellerieromande.ch. Retrieved 8 January 2017.\n\"Historique | Alumni Network\". Alumni.ehl.edu (in French). Retrieved 8 January 2017.\n\"Rapport de Activite Du Fonds de Bourses : 2014-15\". Ehl.edu. Retrieved 8 January 2017.\n\"Le Réseau des Anciens de l'EHL – un réseau tout simplement exceptionnel\" (PDF). Hotelleriesuisse.ch. Retrieved 8 January 2017.\n\"Hall of Fame | Ecole hôtelière de Lausanne\". Ehl.edu (in French). Retrieved 8 January 2017.\nČeština. \"Ecole hôtelière de Lausanne\". LinkedIn. Retrieved 8 January 2017.", "ehl.edu, Official website" ]

[ "École hôtelière de Lausanne", "History", "Education", "Campus", "Student life", "Admissions", "Accreditations", "Rankings", "Faculty and research", "Collaboration with industry", "Partnerships", "Alumni", "Gallery", "See also", "References", "External links" ]

[ 3234, 3235, 3236, 3237, 3238, 3239, 3240, 3241, 3242 ]

[ 15567, 15568, 15569, 15570, 15571, 15572, 15573, 15574, 15575, 15576, 15577, 15578, 15579, 15580, 15581, 15582, 15583, 15584, 15585, 15586, 15587, 15588, 15589, 15590, 15591, 15592, 15593, 15594, 15595, 15596, 15597, 15598, 15599, 15600, 15601, 15602, 15603, 15604, 15605, 15606 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/b/bb/EIL_N.png" ]

[ "École Intuit Lab is a French design and visual communication school cofounded in 2001 by Patrick Felices along with Clement Derock and Frederic Lalande. In 2006, following the success of the initial venture, a second school was opened in Aix-en-Provence, the land where famous artists such as Picasso, Van Gogh and Cézanne lived.\nIn 2008 the Paris school moved to an entirely new building that is located close to the Eiffel Tower.\nIn 2010, the institute opened its first international branch in Mumbai - one of the fastest-growing cities in Asia. Taking forward the idea and practice of 'business application in design education.\nIn 2020, école intuit lab is create to Kolkata\nIn 2021 the campus of Aix-en-provence move to Marseille iin euromed area.", "The name of the institute has been derived from two words, intuition and laboratory. Intuition is the ability to foresee and to immediately perceive the truth without conscious reasoning. Laboratory is any place where a team works on the elaboration of a discovery, creation or a research project. Hence, the name means a living laboratory of reflection and the production of creative solutions.", "The aim of the school has been to produce high quality professionals whose profiles meet the specific needs of the graphic design and visual communication sectors in India, France and across the world. With the newly begun school in India, the syllabus has been especially skewed to meet the professional demands of the visual communications industry in India and to tap the potential that design holds in the country. école intuit.lab through its students have built solid relationships with over 800 companies in France and other countries.\nIn the year 2000, after rather long stints in Parisian design companies, Clément Derock and Frédéric Lalande got together to create a design company that was the first of its kind in France. It combined separate skill sets – new Internet-related technology, mixed media branding and traditional design skills – to create a truly new agency, \"Seenk\". Based on the belief that métissage or crossbreeding is crucial to the evolution of species, Seenk adopted mixed media as a part of each of their branding or communication exercise at a time when no other company was doing so. The consequence of this constant attempt at merger of media was that a new breed of designers came into their own and flourished. This was a breed of designers that did not exist before due to the gap that existed in design education - a gap between academia and the professional world. That's why Clément and Fréderic tied up with Patrick Felices, experimented in the field of graphic design education. Patrick had been the Dean of a noted Paris based design school for many years before he took on the mantle of co-founder and Dean at école intuit.lab to 2018. clement and Frédéric remain in charge of the school and these campuses.\nWith a consistently expanding list of firsts (the first school to introduce new subjects in design in the 1980s, the first to truly promote international collaborations, the first to regularly engage in mixed media design), école intuit.lab has led the way in design education. Today école intuit.lab is one of the top best design schools in Paris. And for the first time has brought itself to the doorstep of students outside of Europe, best place to be in Asia, to Mumbai, India.", "The institute is a part of European Credit Transfer and Accumulation System, a standard for comparing the study attainment and performance of students of higher education across the European Union and other collaborating European countries.", "", "The four-year course in Graphic Design is open to students after standard X or XII This consists of a one-year fundamental course, followed by 3 years of advanced-level studies.", "Master's programme is available for students who have completed 4 years in Design. The programme is exclusively available in the Paris campus and is the last stage in the curriculum. It finalises the initial Bac+4-level training with a specialisation year in the areas of Graphic Design, Creative advertising and Multimedia/Animation.", "The one year Post Graduation in Advertising, Design & Digital Communication is a premium program that provides students with an in-depth understanding of advertising, branding, design, digital and communication strategies.", "For years, The school has been in the top 5 in Ecoles de Art Director & Design (Bac+5)", "\"Designed to study visually\". The New Indian Express. 26 March 2012. Retrieved 21 December 2018.\n\"Archived copy\". topic.ibnlive.in.com. Archived from the original on 15 September 2014. Retrieved 17 January 2022.\n\"Mumbai Launch of école Intuit.Lab – French Institute of Design & Communication Arts | APN News\". www.apnnews.com. Archived from the original on 12 December 2011. \n\"2022 Classement Écoles de Direction Artistique, Graphisme, Design (Bac +5) Eduniversal\".\nhttps://www.meilleurs-masters.com/master-direction-artistique-graphisme-design/intuitlab-niveau-mastere-en-design-et-communication-visuelle-bac-5.html\nhttps://www.francecompetences.fr/recherche/rncp/34816/" ]

[ "École intuit.lab", "Meaning of the name", "Aim and History", "ECTS", "Courses", "Four Year Course in Graphic Design", "Master's in Graphic Design", "Post Graduation in Advertising, Design & Digital Communication", "Ranking", "References" ]

[ 3243 ]

[ 15607, 15608, 15609, 15610, 15611, 15612, 15613, 15614, 15615, 15616 ]

[ "School crest[1]" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/7/77/InsigneEMA.png" ]

[ "The École militaire de l'air (Air Force Military School) was a military school training officers of the French Air Force. It was the equivalent of the École militaire interarmes for the Army or the École militaire de la flotte for the French Navy. It ran from 1925 to 2015, when it joined the École de l'air.", "\"AEMA : L'ECOLE MILITAIRE DE L'AIR\". www.aema.asso.fr.\n\"Ecole militaire de l'air. Salon-de-Provence, Bouches-du-Rhône - Organisation - Resources from the BnF\". data.bnf.fr.\nhttps://ecole-air.fr/presentation-de-lecole/ Presentation of the l'École de l'air, the School that trains all officers of the Air Force" ]

[ "École militaire de l'air", "References" ]

[ 3244 ]

[ 15617 ]

[ "EMIA cadets during the Bastille Day military parade.", "The standard guards of the École militaire interarmes (EMIA) and of the École militaire du corps technique et administratif (EMCTA), parade on the 14th of July 2008 on the Champs-Élysées, Paris. The Minister of Defence Gérard Longuet presented on 14 May 2011 the Cross of the Légion d'honneur to the EMIA, on the occasion of the fiftieth anniversary of the founding of this school." ]

[ 4, 4 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/43/EMIA_Bastille_Day_2007.jpg", "https://upload.wikimedia.org/wikipedia/commons/0/02/EMIA-EMCTA_flag_guards_Bastille_Day_2008.jpg" ]

[ "The Combined Arms School or Joint military school, known as École Militaire Interarmes or EMIA, is a military school of the French Army intended to train officers who have risen from the ranks. It was founded in 1942 and based in a rural location, Coëtquidan (Morbihan) along with Saint-Cyr military school.", "The EMIA is the heir of various military branch (i.e. infantry, cavalry and artillery) schools dating from the early 19th century and intended to train army officers promoted from the ranks (militaires du rang), from non-commissioned officers (sous-officiers) or from the reserves (anciens officiers de réserve). \nThe largest of these army branch schools was the infantry school of Saint-Maixent, which was merged with Saint-Cyr in 1942. The merged academies formed the School of Cherchell-Mediouna, created after the German occupation of the Southern Zone of France. In 1944 the Military Academy at Cherchell took the name of \"Joint Military Academy.\" It moved to Coëtquidan, occupying the buildings of the former Academy of Saint-Cyr. These were subsequently destroyed by bombing. \nThe new school was reopened in 1947, taking the name of the \"Joint Special Military School\". Following the principles of amalgamation favoured by its founder, General de Lattre de Tassigny, the school comprised both \"direct\" officer-cadets entering from civilian life and chosen through external competition; and \"semi-direct\" officer-cadets selected from serving military personnel. \nThis system was retained until 1961, when the training of \"direct\" officers was transferred to the School of Saint-Cyr, and that of \"semi-direct\" officers was undertaken by the EMIA. \nUndergraduate students receive a three-year university degree and graduate students receive a one year Master's Degree.", "In the past, candidates were selected at the Ecole Militaire of Strasbourg. The EMS consisted of two branches: the battalion of unique contest Services (CUS) and the pre-competition pack EMIA (PPEMIA). EMS students also had the opportunity to attend a competition for engineers auxiliary armament.\nThe competition to enter the Ecole Militaire InterArmes :\nbe between 23 and 35 years old.\nbe baccalaureate.\nbe in the Army for at least 3 years, on January 1 of the competition year.\nbe physically fit.\nEvents:\nHaving entered the competition in his unit, the officer must choose one of three courses for the examination sciences (SI), General Studies (GS), military science (MS). Then, candidates must first pass a series of written tests to qualify and successfully pass a series of oral and physical tests to be admitted.\n1. The written test.\n2. The oral tests.", "EMIA students are nicknamed \"dolos\" after the brand of corned beef of old combat rations. During ceremonies, they wear the parade dress uniform, called \"TP\" and the curved cavalry saber, representing the future duty as commissioned officers upon graduation. They wear a light blue and red kepi, inherited from the Cherchell Officer Cadet Schoiol.\nThe songs are EMIA tradition Prayer and Sarie Marès.\nA popular phrase:\n\"One day Dolo, Dolo forever! '", "", "Camp de Coëtquidan\nL'Épaulette magazine\nÉcole nationale des sous-officiers d'active\nEcole de Guerre-Terre (EDG-T), Paris\nÉcole spéciale militaire de Saint-Cyr (ESM), Coëtquidan, Brittany\nÉcole de guerre (EdG) (School of Warfare)\nÉcole militaire, Paris\nÉcole supérieure de guerre (1876 - 1993)", "Site de la promotion Zirnheld\n\"Promotion NARVIK\". www.promotionnarvik.fr.\n\"Orange\". pp.auto.ke.orange.fr.\n\"Pages perso Orange – Créez facilement votre site web personnel\". pages.perso.orange.fr.\nSite de la promotion Général Marceau\n\"Promotion Général Brosset\". promotionbrosset.org.\n\"Visiteur\". cazaux1974.free.fr.\n\"HugeDomains.com - Cardonne.com is for sale (Cardonne)\". www.hugedomains.com. \n\"Accueil\". www.promotion-capitaine-de-belsunce.fr.\n\"Accueil - Chezeau\". www.chezeau.fr.\n\"Pages perso Orange - Domaine obselète\". promotion-lcl-broche.monsite.wanadoo.fr.\nSite de la promotion Capitaine Cozette\n\"CENTENAIRE: Page d'accueil\". centenaire.chez.com.\n\"Pages perso Orange - Domaine obselète\". cne_legrand.perso.orange.fr.\nSite de la promotion Valmy\nSite de la promotion Capitaine Barrès\n\"EMIA - Promotion Lieutenant Schaffar\". www.emia-schaffar.com.\n\"EMIA - Association des anciens élèves de la Promotion Général Gandoët\". www.emia-gandoet.com.\n\"PROMOTION GENERAL BERGE\". emiaberge.chez.com.\n\"P R O M O T I O N C N E B I A N C A MA R I A\". cnebiancamaria.free.fr.\n\"Ce compte est suspendu\". www.emia44.com.\nSite de la promotion Capitaine Flores\nSite de la promotion Colonel du Puy-Montbrun\n\"Promotion général Bigeard\". www.emia50.fr.\n\"Accueil\". Promotion Maréchal Bessières.\nSite de la promotion Ceux d'Afghanistan", "The prayer (on the website of the Maréchal Bessières promotion)" ]

[ "École militaire interarmes", "History", "Recruitment and Selection", "Traditions", "Classes since 1961", "See also", "References", "External links" ]

[ 3245, 3246 ]

[ 15618, 15619, 15620, 15621, 15622, 15623, 15624, 15625, 15626, 15627 ]

[ "", "The Commanderie Saint-Jean, home of the École nationale d'administration" ]

[ 0, 2 ]

[ "http://upload.wikimedia.org/wikipedia/en/3/31/Logo-%C3%89cole_nationale_d%27administration.png", "https://upload.wikimedia.org/wikipedia/commons/6/6e/Strasbourg-RemiLeblond-ENA-MAMC2.jpg" ]

[ "The École nationale d'administration (generally referred to as ENA, English: National School of Administration) was a French grande école, created in 1945 by President Charles de Gaulle and principal author of the Constitution (1958) Michel Debré, to democratise access to the senior civil service. It was abolished on 31 December 2021 and replaced by the Institut national du service public (INSP).\nThe ENA selected and undertook initial training of senior French officials. It was considered to be one of the most academically exceptional French schools, both because of its low acceptance rates and because a large majority of its candidates have already graduated from other elite schools in the country. Thus, within French society, the ENA stood as one of the main pathways to high positions in the public and private sectors.\nOriginally located in Paris, it had been relocated to Strasbourg to emphasise its European character. It was based in the former Commanderie Saint-Jean, though continued to maintain a Paris campus. ENA produced around 80 to 90 graduates every year, known as étudiants-fonctionnaires, \"enaos\" or \"énarques\" (IPA: [enaʁk]). In 2002 the Institut international d'administration publique (IIAP) which educated French diplomats under a common structure with the ENA was merged with it. The ENA shares several traditions with the College of Europe, which was established shortly after.\nIn 2019, President Emmanuel Macron announced he would propose to abolish and replace the ENA. Macron is an ENA graduate himself, but the tight network of ENA graduates influencing the French civil service has been decried by populist protests such as the yellow vests movement as an elite governing class out of touch with the lower social classes. In April 2021, Macron confirmed the closure of the school, calling the closure \"the most important reform of the senior public service\" since the school's creation in 1945.", "", "The École Nationale d'Administration was formally established in October 1945 at the decree of Michel Debré as part of his project to reform the recruitment and training of high-ranking officials.\nThe ENA was designed to democratize access to the higher ranks of the French civil service. Until then, each ministry had its own hiring process and selection standards. The examinations for particular ministries were often extremely specialized, meaning that few candidates possessed the knowledge to pass. In addition, the narrow expertise required meant few officials were capable of serving in a variety of roles.\nThe school was designed to broaden and standardize the training provided to senior public servants, and to ensure they possessed extensive knowledge of policy and governance. Debré's stated intention was to create \"a body of officials proven to be highly competent, especially in financial, economic and social matters.\" The new system, based on academic proficiency and competitive examination, was also intended to guard against nepotism and make recruitment to top positions more transparent.\nAccess to senior positions of the French civil service is threefold: first, through generalist civil service positions; second, through \"technical\" (engineering) positions; and third, through internal promotion.", "In November 1991 the government of Prime Minister Édith Cresson announced that the ENA would be relocated to Strasbourg. The Commanderie Saint-Jean, a former barracks and prison dating back to the 14th century, was chosen as its new site. The move was designed to emphasize the school's symbolic proximity to the numerous European institutions based in the city. However, though the school was officially relocated, it maintained many of its facilities in Paris. It remained split between the two cities, requiring students to complete studies in both locations, until it was fully re-located to Strasbourg in January 2005.\nIn 2002, it was merged with the Institut international d'administration publique (IIAP) with the aim of increasing its international profile.", "In April 2019, it was claimed that a leaked speech to be delivered by French President Macron would announce that ENA would be closed as part of the solution to the Gilets Jaunes crisis. On 25 April 2019, President Emmanuel Macron confirmed that he will close ENA. In April 2021, Macron announced the closure of the school, calling the closure \"the most important reform of the senior public service\" since the school's creation by Charles de Gaulle in 1945. In January 2022, it has been replaced by the Institut national du service public (INSP).", "Admission to the ENA is granted based on a competitive examination taking place from the end of August to November, which people generally take after completing studies at the Sciences Po or any Prép'Ena (preparatory classes for the ENA examination for people coming from universities or grandes écoles). The \"concours externe\" exam is divided into two parts:\nThe written part includes:\nAn essay on public law;\nAn essay on economics;\nAn essay on a question about the role of public institutions and their relations with the society\nA note de synthèse (analyzing a 25-page document and proposing a brief for a Senior Executive [Minister or Director]) on Social Law and Policies (Questions Sociales);\nThree questions on Public Finance.\nThe oral exam, taken only by those with the highest marks at the written exam, consists of:\nAn oral examination on International Politics (Questions Internationales);\nAn oral examination on Questions Européennes (European Law and Policies);\nAn English oral test;\nA collective exam, simulating a case in management to assess interaction skills;\nA 45-minute entrance exam, known as Grand Oral since any question can be asked, based on the CV given by the candidate.\nResults of this exam process are published by the end of December.\nOther exam processes govern admission for career civil servants (concours interne) and for all other people, already active in business, political or union activities (troisième concours).\nFollowing a two-year intensive programme combining high-responsibility internships and examinations, the ENA ranks students according to their results. Students are then asked, by order of merit, the position/body they want to join. Top-ranked students (between 12 and 15 students) usually join the so-called \"grands corps\" Inspection générale des finances, Conseil d'État or Cour des comptes, usually followed by the French Treasury and the diplomatic service. Other students will join various ministries and administrative justice or préfectures. To quote the ENA's site:\nIn fact, although these famous alumni are the most visible, the majority are largely unknown, lead quiet and useful careers in our civil service, and don't recognise themselves in the stereotyped images about our school.", "Academic years at the ENA are known as promotions, and are named by the students after outstanding French people (Vauban, Saint-Exupéry, Rousseau), Foreigners (Mandela), characters (Cyrano de Bergerac), battles (Valmy), concepts (Croix de Lorraine, Droits de l'homme) or values (liberté-égalité-fraternité).\nThis tradition comes from old French military academies such as the Ecole Spéciale Militaire de Saint-Cyr.\nThe Promotion Voltaire of 1980 has attracted particular attention, since numerous graduates that year went on to become significant figures in French politics. François Hollande, Dominique de Villepin, Ségolène Royal, Renaud Donnedieu de Vabres and Michel Sapin were all members of this promotion.", "In 2011, the Mines ParisTech: Professional Ranking of World Universities ranked the ENA third in France and ninth in the world according to the number of alumni holding the position of CEO at Fortune Global 500 companies.\nIn 2013, a Times Higher Education ranking that ordered universities according to the same metric placed the ENA sixth in the world.", "Few énarques (around 1%) actually get involved in politics. Most ENA alumni hold apolitical, technical positions in the French civil service. Researchers at the Centre national de la recherche scientifique have shown that many ENA alumni become business executives in France.\nFrench law makes it relatively easy for civil servants to enter politics: civil servants who are elected or appointed to a political position do not have to resign their position in the civil service; instead, they are put in a situation of \"temporary leave\" known as disponibilité. If they are not re-elected or reappointed, they may ask for their reintegration into their service (well-known examples include Lionel Jospin and Philippe Séguin). In addition, ENA graduates are often recruited as aides by government ministers and other politicians; this makes it easier for some of them to enter a political career. As an example, Dominique de Villepin entered politics as an appointed official, after serving as an aide to Jacques Chirac, without ever having held an elected position. The ENA also participates in international Technical Assistance programmes, funded by the EU or other donors.\nSince its creation 60 years ago, the ENA has trained 5600 French senior officials and 2600 foreigners. Some famous alumni include:\nHead of state: Valéry Giscard d'Estaing (France), Jacques Chirac (France), François Hollande (France), Emmanuel Macron (France), Nicéphore Soglo (Benin), Adly Mansour (Egypt, acting), Paul Biya (Cameroon)\nHead of government: Jean Castex (France), Édouard Philippe (France), Laurent Fabius (France), Michel Rocard (France), Édouard Balladur (France), Alain Juppé (France), Lionel Jospin (France), Dominique de Villepin (France), Edem Kodjo (Togo), Alfred Sant (Malta), André Milongo (Republic of the Congo), Patrick Leclercq (Monaco), Jean-Paul Proust (Monaco), Brigi Rafini (Niger).\nIndustry leaders: Guillaume Pepy (CEO of SNCF), Michel Bon (former CEO of Carrefour and France Telecom), Jean-Marie Messier, Ernest-Antoine Seillière, Louis Schweitzer, Gunnar Graef (former CEO of Deutsche Post, France), Philippe Heim (CEO of La Banque Postale, France), Gérard Mestrallet, Louis Gallois (former CEO of EADS), Henri de Castries (former CEO of Axa), Baudouin Prot, Frédéric Oudéa, Frédéric Lemoine, Pierre-André de Chalendar (CEO of Saint-Gobain), Claire Dorland-Clauzel.\nCurrent French ministers: Jean Castex (Prime Minister), Florence Parly and Bruno Le Maire.\nFormer French ministers: Édouard Philippe (former Prime Minister), Michel Sapin or Ségolène Royal (typically one-third of every French cabinet since the 1960s and one-half of the Cabinet for recent administrations until Sarkozy's were alumni of the ENA).\nOther political leaders: Pavel Fischer (Ambassador of the Czech Republic to France 2003–2010, Czech presidential candidate 2018, ended third), Milos Alcalay (Venezuelan diplomat), Tea Tsulukiani (Minister of Justice of Georgia), Marcin Korolec (Minister of Environment, Poland), French left-wing: Jean-Pierre Chevènement, Élisabeth Guigou, Christian Paul, French right-wing: Laurent Wauquiez, Jean-François Copé, Valérie Pécresse, French far-right: François Asselineau, Florian Philippot.\nInternational organisations presidents: Pascal Lamy (WTO), Jean-Claude Trichet (ECB), Michel Camdessus (IMF), Jacques de Larosière (IMF and EBRD), Pierre Moscovici (European Commissioner).\nIntellectuals: Françoise Chandernagor, Jean-François Deniau, Gabriel de Broglie, Jacques Attali.", "An agreement was signed in Paris on 16 October 2012 between the ENA and the Uzbek Academy of administration; it allows for cooperation in the modernization of state administration and improving skills of public servants in Uzbekistan. The first cooperation was due to begin in January 2013.", "Critics have accused the ENA of educating a narrow ruling class who are prone to groupthink and averse to alternative perspectives. According to these critics, the ENA discourages its students from innovative thinking and pushes them to take conventional, middle-of-the-road positions. Peter Gumbel, a British academic, has claimed that France's grande école system, and especially the ENA, has the effect of perpetuating an intellectually brilliant yet out-of-touch ruling elite. Yannick Blanc, a former senior civil servant, has also suggested that énarques have often been too 'intellectually conformist'.\nSome French politicians such as Bruno Le Maire and François Bayrou have proposed abolishing the ENA.", "Other main French Grandes Écoles :\nSciences Po Paris (IEP Paris)\nÉcole Normale Supérieure (ENS)\nUniversité Paris-Dauphine (Dauphine)\nÉcole Polytechnique (X)\nCentrale Paris, now Centrale Supélec (CS)\nÉcole des ponts ParisTech (Ponts ParisTech)\nÉcole des Mines de Paris (Mines ParisTech)\nÉcole des Hautes Études Commerciales de Paris (HEC)\nÉcole Supérieure des Sciences Économiques et Commerciales (ESSEC)\nÉcole Supérieure de Commerce de Paris (ESCP)\nOther prestigious universities in the world:\nGolden Triangle in the UK\nIvy League in the US\nSKY in South Korea\nC9 League in China\nNational Institutes of Technology in India\nIndian Institutes of Technology in India", "\"Qui Sommes Nous? (French)\". ENA. Retrieved 20 May 2017.\nINSP\n\"Macron unveils reforms after yellow-vest protests\". BBC News. April 25, 2019.\nCohen, Roger (8 April 2021). \"Macron Closes Elite French School in Bid to Diversify Public Service\". The New York Times.\n\"Michel Debré\". Gouvernement.fr.\nActimage. \"Histoire\". ENA. Retrieved 18 March 2018.\nDevine, Summerfield (1998). International Dictionary of University Histories. Chicago: Fitzroy Dearborn Publishers. p. 144. ISBN 978-1-134-26217-5. Retrieved 29 May 2017.\nDevine, Summerfield (1998). International Dictionary of University Histories. Chicago: Fitzroy Dearborn Publishers. p. 146. ISBN 978-1-134-26217-5. Retrieved 29 May 2017.\n\"Le général de Gaulle et la création de l'ENA - charles-de-gaulle.org\". October 19, 2009. Archived from the original on 2009-10-19.\nKessler, Marie-Christine (1 March 1978). \"Recruitment and Training of Higher Civil Servants in France: The Ecole Nationale D'administration\". European Journal of Political Research. 6 (1): 31–52. doi:10.1111/j.1475-6765.1978.tb00548.x.\nlefigaro.fr (2011-11-07). \"L'ENA fête ses 20 ans à Strasbourg\".\n\"L'ENA quitte définitivementParis pour Strasbourg\". 12 January 2005.\n\"INA – Jalons – La délocalisation de l'ENA à Strasbourg – Ina.fr\". INA – Jalons.\n\"La Lettre Diplomatique – La revue des Relations internationales et diplomatiques depuis 1988 – La professionnalisation de la fonction publique guatémaltèque, cur de la coopération entre lENA et le Guatemala\". www.lalettrediplomatique.fr.\nSamuel, Henry (2019-04-20). \"Former Ena graduates slam Macron's plans to close finishing school for civil servants\". The Telegraph. ISSN 0307-1235. Retrieved 2019-04-21.\n\"Accueil – ENA, Ecole nationale d'administration\" (in French). Ena.fr. Archived from the original on 2010-10-09. Retrieved 2012-05-23.\n\"Old school ties\". The Economist. 10 March 2012.\n\"ENA : les cinq choses à savoir sur la promotion Voltaire\". 2015-06-25.\nRoyer, Solenn de (4 April 2013). \"L'incroyable destin de la promotion Voltaire de l'ENA\" – via Le Figaro.\n\"New ranking of universities that produce global CEOs – University World News\". www.universityworldnews.com.\nJoly, Hervé (2012). \"Les dirigeants des grandes entreprises industrielles françaises au 20e siècle\". Vingtième Siècle. Revue d'Histoire. 2 (114): 16–32. doi:10.3917/vin.114.0016.\n\"Disponibilité d'un fonctionnaire\". service-public.fr. Retrieved 18 March 2018.\n\"France gets an unknown new prime minister\". The Economist. 3 July 2020.\n\"Qui est Florence Parly, la nouvelle ministre des Armées?\". huffingtonpost.fr. 21 June 2017. Retrieved 18 March 2018.\n\"Bruno le Maire, l'énarque qui veut supprimer l'ENA\". September 2016.\n\"Qui est Edouard Philippe, le Premier ministre ?\". MidiLibre.fr.\n\"The rise of the lawyers\". The Economist. 2007-07-05. Retrieved 2007-07-11.\n\"France to Assist the Uzbek Academy of Administration\". The Gazette of Central Asia. Satrapia. 1 November 2012.\nKuper, Simon (10 May 2013). \"Subscribe to read\". Financial Times. \n\"L'ENA est-elle une école dangereuse?\". 23 October 2015.\n\"L'ENA, prestigieuse et critiquée\". La Croix. 1 September 2016 – via www.la-croix.com.\n\"Liberte, inegalite, fraternite: Is French elitism holding the country\". 17 May 2013. Archived from the original on 2022-05-07.\n\"Bayrou veut supprimer l'ENA\". April 2007.", "Official website (in French)\nOfficial website (in English)\nMines Paris Tech, 2007, PROFESSIONEL RANKING OF WORLD UNIVERSITIES\nLiberté, egalité and exclusivity" ]

[ "École nationale d'administration", "History", "Founding", "Relocation to Strasbourg", "Closure", "Recruitment", "Promotions", "Ranking", "Alumni", "International cooperation", "Criticism", "See also", "References", "External links" ]

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[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/1/15/ENAP_Teluq_UdQ.jpg" ]

[ "The École nationale d'administration publique (ENAP meaning National School of Public Administration) is a graduate school in Quebec City, Quebec, Canada. It was established in 1969 by the Quebec provincial government as a means of encouraging people to study professional public administration during a period when a number of social and structural changes were taking place within the province. The enabling legislation is An Act respecting educational institutions at the university level.\nThe school is unique in that it is partly a pragmatic learning environment geared to educating Quebecers for positions within the public administration and partly a traditional university. ENAP has five campuses throughout Quebec, with two major campuses in Quebec City and Montreal, and three campuses in Gatineau, Saguenay, and Trois-Rivières.", "The mission of ENAP is to contribute to the development of public administration both theoretically and in practice. Training, services to organizations, research, and services are offered in partnership. ENAP seeks to set the standard for public administration in Quebec.", "The Quebec City campus (head office) is 555, boulevard Charest Est Québec (Québec) G1K 9E5.\nThe Montreal campus is 4750, avenue Henri-Julien, 5e étage Montréal (Québec) H2T 3E5.\nThe Gatineau campus is 283, boulevard Alexandre-Taché Gatineau (Québec) J8X 3X7.\nThe Saguenay campus is 637, boulevard Talbot Saguenay (Québec) G7H 6A4.\nThe Trois-Rivières campus is 3351, boulevard des Forges Pavillon Ringuet, C.P. 500 Trois-Rivières (Québec) G9A 5H7.", "ENAP offers a variety of programs:\nSpecialized Graduate Diplomas in Public administration, International administration and Regional administration.\nMaster of Public Administration for Analysts in International administration, Organizational analysis and development, Program evaluation and Human resource management.\nMaster of Urban Management Analysis for Analysts\nMaster of Public Administration for Managers in Public management, International management and Municipal management\nPhD in Public policy analysis and management and Organizational theory and public management\n12 short 15 credit courses", "Canada School of Public Service\nÉcole nationale d'administration", "", "Official website (in French)" ]

[ "École nationale d'administration publique", "Mission", "Campus", "Programs", "See also", "References", "External links" ]

[ 3248 ]

[ 15662, 15663, 15664 ]

[ "", "Former logo near entrance" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/c/cf/Logo_ENIB_2012.png", "https://upload.wikimedia.org/wikipedia/commons/c/c1/ENIB_sign.jpg" ]

[ "The École nationale d'ingénieurs de Brest (ENIB) is a French grande école leading to the French “Diplôme d’Ingénieur” under the authority of the French Ministry of Education and Research.", "ENIB is located on the Technopole Brest-Iroise in Plouzané. The school is attached to the University of Western Brittany.\nThis school is part of the ENI group and provides an engineer training certified by the Ministry of Higher Education and Research in the fields of electronics, of computer engineering and Mechatronics.\nThe course lasts 5 years, 3 years or 2 years according to the degree when entering the school.", "The main admission to the ENIB is made through a selective examination during the year leading to the baccalauréat, most of the successful candidates come from the série scientifique or Bac S. There is however further possibility to join the ENIB later on after 2 years of studies in an IUT or at the University, the selection being on academic records.", "1961 - Creation of the ENIB (in 4 years).\n1987 - In 5 years. Diversification of recruitment, creation of two channels (electronics and industrial computing).\n1988 - Establishment of the Research Laboratory for Electronics (RESO)\n1990 - Establishment of research laboratory computer (LI2)\n1991 - Ability to deliver a DEA in Electronics - Optronics.\n1992 - New building (10 000 m²) on the Technopole Brest-Iroise.\n1994 - Authorization to issue a Master: Real Time Software Engineering and for Industrial Computing (GT2I).\n1997 - Authorization for the Masters: Distributed Virtual Reality (SVR).\n2000 - Opening of a mechatronics channel.\n2004 - New 4000m² extension building and creation of the European Center for Virtual Reality.\n2006 - Establishment of the mechanics research laboratory.\n2009 - Introduction of the Professional Systems and Services option.\n2011 - Integration of electronic and computer labs in the Lab-STICC (UMR CNRS)\n2012 - Inauguration of Student House\n2013 - The Institut Mines-Télécom includes ENIB as an associate school", "Official site of school\nOfficial website of the ENIB students" ]

[ "École nationale d'ingénieurs de Brest", "Introduction", "Admission", "History", "External links" ]

[ 3249, 3250 ]

[ 15665, 15666, 15667, 15668 ]

[ "", "The administration building with the new logo.", "The “Villa”.", "", "", "", "", "", "", "The Production Engineering Laboratory.", "The house of students with the entry of the International CLub." ]

[ 0, 0, 0, 1, 1, 1, 1, 1, 1, 5, 6 ]

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[ "The École nationale d'Ingénieurs de Tarbes - ENIT (English: National School of Engineers of Tarbes) is a French school of engineering leading to the French “Diplôme d'Ingénieur” under the authority of the French Ministry of Education and Research and part of the National Polytechnic Institute of Toulouse (INPT). Founded in 1963, about 200 students graduate from the ENIT each year.\n\nENIT is part of the ENI group (national schools of engineers), which is a network of 4 French public engineering schools.", "ENIT is located in Tarbes in the département of Hautes-Pyrénées, in the Southwest of France 30 km east of Pau and 150 km south of Toulouse. It is about 1 hour 50 minutes drive away from the beach resort of Biarritz and 45 minutes drive away from the main ski resort of the Pyrénées mountain.\nIn Tarbes, ENIT is located in the southwest, in the Tarbes-Pyrenees university center that includes several schools, laboratories, university residence and a cafeteria. The school and campus are served by T2 bus line at University stop and by T3 bus line at ENI stop. The lines also connect the city center (Verdun place) and the railway station.\nENIT is composed of course buildings, a library, a laboratory with a machining workshop, a gym and a garden.", "The main admission (60%) to the ENIT is made through a selective examination during the year leading to the French “baccalauréat”, most of the successful candidates come from the scientific stream.\nThere is however further possibilities to join the ENIT later on after 2 years of studies in a University Institutes of Technology, in a Higher School Preparatory Classes, or at the University, the selection being on academic records.\nForeign students can join ENIT via this traditional engineering studies route or via the exchange route (semester in either French or English).", "ENIT trains general engineers in five years that leads to the “Diplôme d'Ingénieur” degree, which is the equivalent of a five-year Master of Engineering degree (MEng.) or Master of Science (MsC) (300 validated ECTS).\nFollowing a “common trunk” of 3 years during which the fundamentals sciences (mathematics, physics, chemistry and electronics), engineering sciences (mechanics, design, manufacturing, industrial engineering, industrial IT, materials), and humanities sciences (communication, management, economics + English, espagnol, German languages) are taught, students specialize during the next 2 years in 5 different departments:\nMechanical engineering\nIndustrial engineering\nBuildings and public works\nEngineering of Materials and Structures and Processes\nIntegrated Systems Design\nLike most all of the French educational system the ENIT is following the tradition of the Encyclopédistes which focus on breadth rather than depth. It is particularly useful for cross fertilization purposes between different fields. In the final year, students must present a final year project. \nENIT emphasizes industrial experience by making it compulsory for students to carry out three internships in industry and an industrially-based final project / master's thesis:\n10 weeks, technical level, in semester 3\n20 weeks, assistant engineer level, in semester 6\n20 weeks, professional engineer level, in semester 10, final project in industry or laboratory / master's thesis\nThe school also delivers master's degrees in research and double degrees in partnership with schools of National Polytechnic Institute of Toulouse or foreign schools.", "ENIT has signed agreements with universities both in and outside the European Union to promote cooperation in education and research activities. These partnerships involve exchange of students and faculty, internship placements for students and promotion of joint activities in training and research. It's a member of the Lifelong Learning Program with 99 partner universities in 33 countries: Europe (Austria, Belgium, Czech Republic, Estonia, Finland, Germany, Hungary, Italy, Latvia, Lithuania, North Macedonia, Norway, Netherlands, Poland, Portugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, United Kingdom), Asia (Japan, Lebanon, South Korea ), North America (Canada), Latin America (Argentina, Brazil, Colombia, Costa Rica, Mexico) and Africa (Ghana, Morocco). Moreover, it has been awarded the Erasmus Charter for Higher Education (ECHE) by the European Commission. \nStudents who want to take part in these exchange programs go through a selective process based on academic criteria. Once a committee of teachers has selected the students, the International Student Office takes care of the mobility process. More than 60% of ENIT students have an international experience (Internship or exchange : Erasmus+, “FITEC” program, “LACCEI” program, European project semester, double degree) during their academic studies.\nClasses of 7, 8 and 9 semesters engineering cycle are open to international students. For a French language course semester, they need a minimum B1 level in French and must have completed 3 years' study at their first university (180 validated ECTS).\nForeign students can also carry out an English language course semester with the European Project Semester (EPS), which is a 16-week industrial project offered to third, fourth and fifth-year engineering students in the fields of mechanical, industrial, electrical/electronic, IT and materials engineering, etc. ENIT is the only French school partner of this English language exchange program.\nLecturers can also benefit from the L.L.P. scheme and, accordingly, visiting professors and guest lecturers are invited to give courses at ENIT in English each year.", "The “Laboratoire de génie de production” or LGP (English: Production Engineering Laboratory) is housed at the ENIT since 1989. It's part of the research pole of the University of Toulouse and it teams up with the National Polytechnic Institute of Toulouse (INPT). In 2022, 53 “teachers-researchers” (19 full professors/readers and 34 associate professors/lecturers), 14 postdoctoral researchers and 55 PhD students work in 2 scientific departments: \nScientific department “Mechanics, Materials, Process”\nScientific department “Systems”\nMoreover, ENIT via INPT is jointly approved in several PhD courses, with 5 doctoral schools.", "ENIT has a wealth of student life which enables each student to express themselves through their interests. Students associations are:\nStudent office “Bureau des élèves”: Brings students together by organising a range of sports, cultural or technical clubs, supporting various promotions and organising major events\nInternational Club: Promotes the integration of foreign exchange students into the school, sets up the “Buddy scheme” where ENIT students befriend foreign students\nHouse association “Foyer”\n1st, 2nd, 3rd, 4th and 5th year student associations\nVarious clubs: “Cacophony” (music), “Sono Sam” (sound), aero-modelling, mechanics, mountain, skiing, motorcycling, photography, geek, gala association, etc", "", "Grandes écoles\nMaster of Engineering\nDiplôme d'Ingénieur", "Ecole Nationale d'Ingénieurs de Tarbes\nAssociation Nationale des Ingénieurs ENIT\nInternational Club ENIT account", "\"Decree No. 2002-1107 of August 30, 2002 relating the National School of Engineers of Tarbes to the National Polytechnic Institute of Toulouse\" (in French). 30 August 2002. Retrieved 11 July 2017.\n\"Order of 15 February 1964: National School of Engineers of Tarbes, concerning its opening on 1 October 1963\" (in French). 15 February 1964. Retrieved 11 July 2017. \n\"Découvrir le réseau [Discover the network]\". www.alezan-bus.com (in French). Retrieved 24 November 2019.\n\"How to reach ENIT?\". www.enit.fr. Retrieved 24 November 2019.\n\"CTI certified data from the National National School of Engineers of Tarbes, 2017 campaign\". www.cti-commission.fr/ (in French). Retrieved 15 August 2018.\n\"Admissions\". www.enit.fr. Retrieved 11 July 2017.\n\"Admissions\". www.enit.fr. Retrieved 11 July 2017.\n\"Studying at ENIT\". www.enit.fr. Retrieved 11 July 2017.\n\"Formations\". www.enit.fr (in French). Retrieved 11 July 2017.\n\"Opinion n°2017/04-04 relative to the authorization of the National School of engineers of Tarbes (ENI Tarbes) to issue a title of qualified engineer, 2017\" (PDF) (in French). Commission des titres d'ingénieurs (CTI). 16 May 2017. Retrieved 18 April 2018.\n\"Educational offer\". www.enit.fr. Retrieved 11 July 2017.\n\"Internships\". www.enit.fr (in French). Retrieved 11 July 2017.\n\"Masters\". www.enit.fr (in French). Retrieved 11 July 2017.\n\"Interactive map\". www.enit.fr. Retrieved 11 July 2017.\n\"International\". www.enit.fr. Retrieved 11 July 2017.\n\"French language course semester\". www.enit.fr. Retrieved 11 July 2017.\n\"European Project Semester\". www.enit.fr. Retrieved 11 July 2017.\n\"European Project Semester\". Retrieved 11 July 2017.\n\"The Production Engineering Laboratory\". www.enit.fr. Retrieved 18 April 2018.\n\"Student associations\". www.enit.fr. Retrieved 11 July 2017." ]

[ "École nationale d'ingénieurs de Tarbes", "Location", "Admissions", "Curriculum", "International Partnerships", "Laboratory and Research", "Student life", "See also", "Relative articles", "External links", "References" ]

[ 3251, 3252, 3253, 3254, 3255, 3256, 3257, 3258, 3259, 3260 ]

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[ "Entrance to the lycée, rue Pirandello", "Distant view of the main building from rue Claude-Bernard.", "" ]

[ 0, 1, 9 ]

[ "https://upload.wikimedia.org/wikipedia/commons/3/39/Ecole_nationale_de_physique%2C_chimie%2C_et_biologie_de_Paris.jpg", "https://upload.wikimedia.org/wikipedia/commons/5/58/ENCPB.JPG", "https://upload.wikimedia.org/wikipedia/commons/7/76/Diploma_icon.png" ]

[ "The École nationale de chimie physique et biologie de Paris (ENCPB), renamed in 2009 \"lycée Pierre-Gilles-de-Gennes - ENCPB\" after physicist Pierre-Gilles de Gennes died in 2007, is a public secondary and higher school specialising in technical and scientific subjects and preparatory classes to the grandes écoles (CPGE). It is located at 11 rue Pirandello in the 13th arrondissement of Paris.", "With a desire to create a public institution for the training of lab technicians at baccalauréat level and higher technicians following the growth in sciences in the post-war period, the stated created the ENCPB in 1953. The school took its first 50 students in 1955 at a site on rue Corvisart in the 13th arrondissement of Paris. The first move for the school was to rue du Banquier in 1958. From 1961 to 1971, the ENCPB joined with a number of technician training institutions, including the Institut d'Arsonval (8, rue Rollin in Paris 5th), the research centre for l'Oréal (Avenue Gabriel Péri at La Courneuve) and a school in Dijon.\nWith the construction from 1970 to 1973 of a new location on rue Pirandello on the former site of the Delahaye automobiles factory (1898–1954), the ENCPB diversified its courses with the creation of classes préparatoires aux grandes écoles in the sections of MP, PC, BCPST and TB.", "In 2016, the lycée was ranked 81st out of 110 at départemental level in terms of teaching quality, and 1205th at national level. The ranking is based on three criteria: the bac results, the proportion of students who obtain their baccalauréat after spending their last two years at the establishment, and the added value (calculated based on the social origin of the students, their age, and their national diploma results).", "The national rankings for preparatory classes to the grandes écoles (CPGE) are the admission rates for students to the most reputable French grandes écoles.\nIn 2015, the magazine L'Étudiant gave the following rankings for 2014 :\nIn 1984, the ENCPB adopted the reforms to higher education, and offered a national diploma of Brevet de technicien supérieur (BTS), creating sections for:\nChemistry\nPhysics\nMedical biology analysis (formerly BTS biological analysis)\nBioanalysis and control (formerly BTS Biochemistry before 2005)\nBiotechnology\nQuality in the food and bio-industries\nWater studies\nThe also offered technological baccalauréats (as they are now known):\nSTL physics\nSTL chemistry\nSTL control regulation\nSTL biochemistry and biological engineering\nThey also offered post-BTS courses from 1984 to 2007, which became \"professional licences\":\nFunctional genomics\nBiomedical instrumentation and maintenance\nHospital hygiene (training for biohygienists)\nDouble competence in chemistry regulation\nOrganic synthesis\nFormulation\nMedical imaging and therapeutic radiology was added to the existing BTS, before in 2012, with health reforms, becoming a diploma at bac+3\nThe ENCPB have developed partnerships with the École normale supérieure de Cachan and the Université Paris VII allowing students to study at these institutions, but also with a training centre for technical teachers for the Kingdom of Morocco in chemical engineering. The ENCPB actively takes part in European programmes (Erasmus, Comett...).\nAfter the death in 2007 of physician Pierre-Gilles de Gennes, Nobel Prize laureate, the ENCPB was renamed \"lycée Pierre-Gilles-de-Gennes - ENCPB\" after him, and became a general and technological lycée with the development of a general S (SVT and SI) stream parallel to the lab technology stream.", "Currently, the ENCPB has 1920 students in four study cycles:\n31% in general scientific and technological baccalauréats\n20% in preparatory classes for grandes écoles\n45% in BTS\n4% in post-BTS", "During the construction of the new ENCPB building, the filming of Juliette et Juliette (released in 1974) took place on site. This was particularly due to the proximity of two cafés, located face to face on the corner of a block. This configuration exactly met the needs of the film (one of the cafés was turned into a restaurant during the filming).\nMore recently, the entrance to the ENCPB was used for the décor of the film Caché (2005) by Michael Haneke, particularly in the final scene, where the key to understanding the film takes place. In 2010, the school was used for scenes in the telefilm Obsessions by Frédéric Tellier where the laboratories stand in for \"Laboratoire de la police scientifique\".", "Didier Baichère", "The ENCPB is served by the Metro lines 5 at the station Campo-Formio and 7 at the station Les Gobelins, as well as the Bus (RATP) lines:\nRATP bus routes from 20 to 99#Ligne 27 stop Banquier\nRATP bus routes from 20 to 99#Ligne 57 stop Jenner - Jeanne d'Arc\nRATP bus routes from 20 to 99#Ligne 91 stop Saint-Marcel - Jeanne d'Arc", "\"Classement Lycée Pierre-Gilles de Gennes - Paris 13 - Palmarès des lycées 2017\". lexpress.fr. Retrieved 2018-09-18.\n\"Classement des lycées 2016: notre méthodologie\". L'Express. Retrieved 2018-09-18.\n\"Classement prépas Maths spé MP/MP* (maths physique) - Classement prépa scientifique 2018 - effectif de plus de 15 élèves\". letudiant.fr. Retrieved 2018-09-18.\n\"Classement prépas Maths spé PC/PC* (physique chimie) - Classement prépa scientifique 2018 - effectif de plus de 15 élèves\". letudiant.fr. Retrieved 2018-09-18.\n\"Classement prépas Maths spé PSI/PSI* (physique – sciences de l'ingénieur) - Classement prépa scientifique 2018 - effectif de plus de 15 élèves\". letudiant.fr. Retrieved 2018-09-18.\n\"Classement prépas Maths spé Biologie, Chimie, Physique, Sciences de la Terre (BCPST) - Classement prépa scientifique 2018 - effectif de plus de 15 élèves\". letudiant.fr. Retrieved 2018-09-18.", "Official website" ]

[ "École nationale de chimie physique et biologie de Paris", "History and courses", "Lycée rankings", "CPGE rankings", "Distribution", "Filming location", "Alumni", "Access", "Notes and references", "External links" ]

[ 3261, 3262, 3263 ]

[ 15688, 15689, 15690, 15691, 15692, 15693, 15694, 15695, 15696, 15697, 15698 ]

[ "", "Max Hymans was secretary general of civil and commercial aviation between 1945 and 1948.", "Jules Moch in 1957", "ENAC's F-HCTA at Le Touquet. The aircraft is based at Muret-Lherm", "ENAC buildings and aircraft at Saint-Yan Airport", "Students and air-traffic controllers in the Nantes Atlantique Airport control tower", "Plaque commemorating the 1969 opening of the Toulouse campus", "ENAC Toulouse entrance", "Hélène Boucher Building at ENAC Toulouse", "An ENAC Socata TB-20 at Airexpo at Muret – Lherm Aerodrome, 28 May 2011", "Main entrance, inner court, ENAC Toulouse" ]

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[ "École nationale de l'aviation civile (ENAC) (National School of Civil Aviation) is one of 205 colleges (as of September 2018) accredited to award engineering degrees in France. ENAC is designated as a grande école by the Conférence des Grandes écoles (CGE), a non-profit organisation which certifies and monitors grandes écoles (including engineering colleges). ENAC was founded on 28 August 1949 to provide initial and continuing education in the field of civil aviation. The school is an établissement public à caractère scientifique, culturel et professionnel (a public scientific, cultural or professional establishment), and operates under the oversight of the Ministry of Ecological Transition. Affiliated with the University of Toulouse and Aerospace Valley, it is one of the five founders of France AEROTECH.\nENAC offers 30 engineering and technical programs in civil aviation and aeronautics. Programs include aerospace engineering, aircraft maintenance, commercial airline piloting, air traffic control, and flight instructor. The college also offers three Master of Science programs and 12 Advanced Master programs for students with relevant experience.", "", "In 1945, immediately after World War II, the French air-transport industry experienced rapid growth. To ensure safety and compliance with regulations, demand for qualified staff was high; there was a need to harmonise communications among sectors of the aviation industry. ENAC was founded to address this issue. Among its founders was Max Hymans, the secretary general of civil and commercial aviation.\nDuring the postwar years, there was a lack of unity in the civil-aviation industry due to the hasty recruitment of large numbers of people from different backgrounds. To standardize personnel, a number of training centers were created. Airfield commanders were trained in Orly, and navigation staff were trained in Le Bourget. Wireless operators and radiotelegraph technicians were also trained in Orly by the Department of Telecommunications and Signaling. Technical managers were primarily trained in engineering schools, including Arts et Métiers and the National School of Meteorology (École nationale de la météorologie). Designers were trained by the École spéciale des travaux aéronautiques, and aircrew were trained by other public or private institutions. ENAC's mission was to coordinate the training of aviation personnel.\nIn Decree No. 49-970 (7 June 1948), the rules of French public administration were codified. The regulations applying to civil-aviation officials were overhauled, affecting the technical staff in particular. Several new groups of civil servants were established: air traffic engineers, air navigation operation engineers, aerial telecommunication civil engineers, air traffic controllers, telecommunication controllers and air navigation agents. The creation of these groups was followed by a ministerial decision on 12 August 1948 which paved the way for the first recruitment by competitive examination, which was held in October 1948. On 14 April 1948, the International Civil Aviation Organization established requirements for aircrew licensing, including a minimum number of flight hours for each category of pilot.\nBefore adopting the name ENAC, the school was called a \"service of education and internships\" (service des écoles et des stages) and was funded by the general secretariat for civil and commercial aviation. This contrasted with the tradition of French civil-service personnel being trained in grandes écoles. Jules Moch, the Minister of Works, Transport and Tourism, unsuccessfully proposed the name \"École nationale de l'aviation marchande\".", "ENAC was created on 28 August 1949 (Decree 49–1205) in Paris at the initiative of Secretary General of Civil Aviation Max Hymans and Jules Moch to train professionals in civil aeronautics and coordinate all air-transport stakeholders, including aircrew, technicians, and civil servants. The university is in Orly, south of Paris; ENAC's buildings at Orly were an examination center until the early 1990s. René Lemaire considers ENAC \"a university of aviation safety\". Aviation safety is synonymous with ENAC, since it was the rationale for the training of technicians and airmen at a single school.\nAs noted in a report of the inspection générale de l'aviation civile, \"It was in the minds of the creators of the university to develop between the aircrew and the ground staff a community of ideas, reciprocal knowledge, and esteem, that are essential for the teamwork required by air transport.\" However, it is doubtful that the report's \"community of ideas\" could be only expressed by courses at the same university. Other factors were different lengths of training; air navigation civil engineers in the telecommunications branch study for 30 months at the university; operations students are trained in 27 months; air-navigation engineers in two years, and air traffic controllers in nine months. A consistent education was provided to students in different cycles, integrating programs.", "On 13 October 1959, the first major partner of the university was recognised; this enabled the recruitment of pilots with no previous flight experience. The previous year, the university held training sessions on an experimental basis and was responsible for teaching theory for the airline transport pilot licence. Flight training was provided at the Service d'exploitation de la formation aéronautique (SEFA) center at Saint-Yan Airport (opened in 1949) until students received a commercial pilot licence; advanced training was provided at the Air France school. ENAC also provided theoretical training for pilots of a number of airlines, and the question of cost arose. The expensive training, not paid by France, was eventually borne by private airlines.\nTo give its students a thorough understanding of the air-transport environment, ENAC sought to cooperate with the École nationale de la météorologie; a 29 May 1950 report noted the influence of meteorology on air traffic control and advocated meteorological training for air-traffic controllers. Close links also traditionally existed between civil aviation and the Air Force. After World War II, as civil aviation was developing, members of the armed forces participated in its expansion. Pilots, radio operators, navigators and mechanics came from the military to the airlines, and ENAC sought to convert military aircrews. On 9 June 1951, a memorandum specifying the school's responsibilities in the training of military pilots for civil aviation was signed. The university was the general contractor of operations, and provided theoretical training. In accordance with a of 31 March 1951 decree, the Service de l'aviation légère et sportive (SALS) provided free flight training for pilot candidates coming from the army.\nFrom 1949 to 1959, the number of courses increased from six to 64 and the number of students from 49 to 800. ENAC benefited from the postwar development of aviation, and a number of students came from foreign countries or (in particular) overseas territories which later became independent. During the early 1960s, the university began to accept its first students from foreign civil-aviation authorities. Along with enrollment growth, courses were created to keep pace with new ratings. The navigation-instructor rating was introduced in 1956, and corresponding training began. Courses were sometimes introduced to meet a need, such as a speaking-technique course for instructors that year. The first civilian engineering students were also admitted in 1956. In 1958, the airline-pilot theoretical training course began. Students took an annual trip from ENAC Orly, and were received (in full uniform) by local authorities on their arrival.", "The university underwent significant changes between 1960 and 1975. It moved to Toulouse in 1968, where the main campus is still located. In 1970, the status of the university was changed from a department of the DGAC to a public institution.\nThe school was originally located on the outskirts of Paris-Orly Airport, France's largest. Its location offered easy access to planes for navigation flights, promotional trips and other activities; leaders of nearby airlines, aircraft manufacturers and other aviation-related businesses could come to the university for lectures and conferences.\nHowever, the rapid growth of traffic at Paris-Orly before the construction of Charles de Gaulle Airport brought new challenges. Requirements for ENAC's aircraft became more stringent, and Aéroports de Paris became increasingly reluctant to renew the university's lease. During the early 1960s, the future of the Orly facilities was uncertain.\nEarlier, in the mid-1950s, the possibility of moving ENAC to a new location was considered. Potential locations were cities near Paris airports; between 1954 and 1957, Thiais, Rungis, Issy-les-Moulineaux, Les Mureaux and Le Bourget were considered. Regional decentralization became a priority, even before the publication of Jean-François Gravier's Paris et le désert français (Paris and the French Desert). Plans to keep ENAC near Paris seemed increasingly doubtful, and more-distant locations began to be considered. Within a 150-kilometre-mile (93 mi) radius of the capital, cities under consideration included Melun, Pontoise, Coulommiers, Étampes, Reims, Évreux, Chartres and Orléans. A 20 May 1959 report listed the disadvantages of a location too distant from Paris, however, such as the difficulty of transporting personnel, the possible extension of courses, and increased operating costs.\nRené Lemaire proposed moving the school to Toulouse in a 14 June 1960 report. The city's aeronautical infrastructure and long history as a university town made it an attractive location: the (University of Toulouse, founded in 1229, is one of France's oldest universities. École nationale supérieure d'ingénieurs de constructions aéronautiques (ENSICA) settled in Toulouse in 1961, and École nationale supérieure de l'aéronautique et de l'espace (SUPAERO) was going to move from Paris to the city. ENAC's transfer to Toulouse was approved by Prime Minister Michel Debré on 15 June 1961 and confirmed by his successor, Georges Pompidou, in a 23 July 1963 letter.\nBuilding construction on the Rangueil campus began in April 1966, and was completed on 19 August 1968. The academic year began on 16 September of that year. Five hundred students were expected, including 325 who were beginning their training. The new students consisted of 15 air-navigation engineering students drawn largely from École Polytechnique, 70 engineering students in air navigation from classes préparatoires aux grandes écoles, 60 airline-pilot students, 100 air-traffic controller students, 40 electronics students, 20 commercial-pilot students and 20 flight dispatcher students.", "The Commission permanente began to examine the university's ambiguous legal status, a problem since it was founded. ENAC was closely monitored by its supervisory authority. Inspection reports (published once every two years or less) were frequently critical of the school, with those published in the mid-1950s beginning to question its existence. The confidential 12 March 1952 Brancourt Controller said that the university had \"a lack of curriculum\", \"there is ... tension with the training center of Air France\", and \"ENAC is a mistake\".\nThese difficulties were largely due to incompatibility between ENAC and the civil-aviation industry, which required it to provide courses for students and trainees who were not necessarily officials of the Direction générale de l'aviation civile (DGAC, its supervisory authority) and to use a varied teaching staff. The university budget also presented a challenges after other types of income, such as non-public resources, were reduced (particularly between 1958 and 1964). In 1962, ENAC considered raising tuition, course prices and fees for non-DGAC students. The school's status required a complex approval process, however, and a status of public administrative institution seemed more appropriate. The decision was made in the 13 April 1970 Decree No. 70-347, which took effect on 1 January 1971. ENAC established a board of directors, with René Lemaire its first president.", "In 1975, the number of non-civil-service engineering students began to increase. ENAC is becoming important in training civilian aerospace personnel; its primary purpose had been to train civil servants. Civilian students are not new; the first were admitted in 1956. ENAC's engineering program, focused on electronics and information technology, has made the university a de facto engineering grande école.\nIndustry-oriented university research appeared in 1984, in accordance with the higher-education law which mandates that \"engineering education [...] has a research activity, basic or applied\", organized around four areas: electronics, automation, computers and aviation economics. The university instructs future engineers in research methods; deductive reasoning, long favored by teachers in the classes préparatoires aux grandes écoles and grandes écoles, has been inferior to the inductive reasoning characteristic of engineering research. The growing interest in research includes air navigation.\nMastère spécialisé programs emerged during the mid-1980s for the industrial GIFAS (Groupement des industries françaises aéronautiques et spatiales), training foreign executives in a relatively-short time in addition to French students and professionals. Continuing education diversified at the same time in five main areas: air-traffic control, electronics, computers, aeronautics and languages.", "The university's international dimension grew significantly during the 1990s, but was hampered by new training requirements for air-traffic controllers. ENAC participated in European projects such as EATCHIP (European Air Traffic Control Harmonization and Integration Program), and offered student-mobility programs through the Erasmus and Socrates programmes. The university began to welcome a growing number of foreign students, and formed close ties with foreign universities such as the Berlin Institute of Technology and the Technische Universität Darmstadt in Germany and the University of Tampere in Finland. At that time, ENAC created the Groupement des écoles d'aéronautique (GEA France) with the Institut supérieur de l'aéronautique et de l'espace (ISAE) and École nationale supérieure de mécanique et d'aérotechnique (ENSMA). The three grandes écoles of this network, in partnership with the DGAC and French companies such as EADS, Airbus, Thales, Eurocopter, and Safran), founded the Institut sino-européen d'ingénierie de l'aviation (Chinese-European Aviation Engineering Institute) in Tianjin in 2007, with master's and mastère spécialisé programs for Chinese students. During the 2000s, courses in English and activities focused on air navigation were developed. In 2009, the university and its alumni association organized the first aeronautical literary festival in Toulouse. ENAC became an ICAO center for training in aviation security in December 2010.\nThe university established new teaching facilities: the CAUTRA air traffic control simulator, the AERSIM aerodrome control simulator, an Airbus A320 flight management system simulator, a static model of the CFM 56-5B engine for the A321, and a telecom-network laboratory. ENAC became Europe's largest aviation university on 1 January 2011, when it merged with SEFA. In 2013, the university and DGAC introduced the groupement d'intérêt économique DSNA Services (later France Aviation Civile Services).", "The current director of the university is Olivier Chansou, who succeeded former SEFA director Marc Houalla. Chansou, the school's eighth director, was elected on 27 November 2017.", "The university is managed by an elected president, who oversees three councils; training and research, flight training, and international relations and development.", "ENAC had a 2011 budget of €126 million, a 61-percent increase over the 2010 budget. This was due to the school's merger with SEFA, and included a €102 million EU subsidy.", "After several months of consideration, the ENAC Foundation was established in September 2011. It aims to guide the training and research council in reforming the school's engineering program and fostering corporate partnerships. The foundation consists of technical and human resources managers from aerospace companies such as Air France, Airbus, Aéroport de Paris, Rockwell Collins, Thalès and Aéroconseil.", "ENAC has 10 campuses; the main campus is in Rangueil, 6 kilometres (3.7 mi) from Toulouse. The other campuses are:\nA gliding center at Château-Arnoux-Saint-Auban Airport\nA maintenance center for the ENAC fleet at Castelnaudary – Villeneuve Airport\nCarcassonne Airport (airline-pilot and aerobatics studies)\nAlpes–Isère Airport (VFR and flight instructor training)\nBiscarrosse – Parentis Airport (VFR flight and air traffic controller training)\nSaint-Yan Airport (IFR and multi-engine pilot training)\nMontpellier–Méditerranée Airport (airline-pilot and air-traffic controller training)\nMuret – Lherm Aerodrome (airline-pilot and air-traffic controller training)\nMelun Villaroche Aerodrome (DGAC staff training)\nThe main campus can provide student accommodation. It has a cafeteria, library, computer rooms, a fitness room, a rugby field, five tennis courts, beach volleyball, and a driving range.", "ENAC has a fleet of 130 aircraft:\nMudry CAP 10s for aerobatics\nSocata TB-10s and TB-20s, Diamond DA 40s, Diamond DA 42s, and Beechcraft Baron 58s for basic and instrument training\nBeechcraft Super King Airs and ATR 42s for calibration\nThe Toulouse campus has a number of fixed and full flight simulators (Robin DR400, Socata TB-20, Airbus A320 and Airbus A340). The air navigation department has control-tower simulators (at 120 or 360 degrees), a ground-controlled approach and an area control center simulator.", "", "Each university program has its own recruitment process, primarily by competitive examination. ENAC has four bachelor's degree programs to train airline pilots and civil-aviation technicians. The school provides theoretical training for airline-pilot students (EPL) in eight months at its Toulouse campus; sixteen months of practical training is provided at the Montpellier, Carcassonne, Saint-Yan and Muret campuses. Since 1992, graduates of this training have been represented by the alumni association AGEPAC. The university has proposed preparation for the airline transport pilot licence which would enable high-school students from low-income families to become airline pilots after receiving their baccalauréat. Students can then prepare for commercial pilot licence or aeronautical operations technician training. The technicien supérieur de l'aviation (TSA) certification can lead to the civil-service technicien supérieur des études et de l'exploitation de l'aviation civile (TSEEAC) or Advanced Technician in Aviation non civil servant positions. The university has seven master's-degree programs to train students for the aerospace industry and the DGAC.\nDGAC air-traffic controller and air traffic safety electronics personnel (IESSA) training is provided by the university. The Ingénieur ENAC (IENAC) course trains aerospace engineers in three sectors: electronics and aeronautical telecommunications (L), computer systems and air traffic (S), and aeronautical engineering] (T). Ten percent of its students are civil-service engineering students, who become ingénieurs des études et de l'exploitation de l'aviation civile (civil-aviation operations engineers) after graduation. ENAC is a specialized university for École Polytechnique graduates.\nSince the 16 April 2002 merger of the corps des ingénieurs de l'aviation civile (IAC) (civil-aviation engineering department) and its geography and meteorology branches into the Corps of Bridges, Waters and Forests, the training of DGAC managers has changed. Corps of Bridges, Waters and Forests officials are trained at the École des ponts ParisTech; about 300 course hours are organized in cooperation with ENAC for students desiring to join the DGAC. The university created a master's-degree program in International Air Transport Opération Management (IATOM) in 2007, in 2011 a master's-degree program (supported by the European Commission) · in satellite navigation, and a master's-degree program in air traffic management (in partnership with the Massachusetts Institute of Technology) in 2012. The master's-degree program in human–computer interaction (IHM) is in cooperation with Paul Sabatier University.\nENAC provides Mastère spécialisé programs in airport management, air-transport management (in partnership with Toulouse Business School), communication, navigation and surveillance and satellite applications for aviation (CNSSAA), aviation safety aircraft airworthiness (ASAA, in partnership with the Institut Supérieur de l'Aéronautique et de l'Espace and the École de l'Air), air-ground collaborative systems engineering (AGCSE), aviation and air traffic management (AATM) and aerospace project management (APM, in partnership with the Institut Supérieur de l'Aéronautique et de l'Espace and the École de l'air).\nAlumni of the three master's programs (the Ingénieur ENAC program, Corps of Bridges, Waters and Forests officials, and the Mastère spécialisé programs) were represented by IngENAC, an association founded in 1987 in Toulouse which was a member of the Conseil national des ingénieurs et scientifiques de France. On 16 March 2012, IngENAC decided to represent all the alumni of the university and changed its name to ENAC Alumni.", "Hosting over 7,500 students in more than 600 courses annually, with revenue of €15 million, ENAC is Europe's largest organization for aeronautical continuing education. Courses are in air traffic, electronics, computer science, aeronautical engineering, and aircraft control (flight instructor), for French and foreign businesses and CGAC personnel.", "IENAC students can study at the Institut supérieur de l'aéronautique et de l'espace and the École nationale supérieure de mécanique et d'aérotechnique as part of the groupement des écoles d'aéronautique, at the INPT, and at Audencia Business School. As part of France AEROTECH, an exchange of third-year engineering students has been proposed with Centrale Lyon, Centrale Nantes, ENSEIRB-MATMECA and Arts et Métiers ParisTech.\nStudents abroad have access to the Erasmus Programme and Pegasus. Eight percents of students in the 2011 Ingénieur ENAC course were foreign students; forty-six percent of all students were foreign students in 2010.\nThe university has agreements with Embry–Riddle Aeronautical University, Florida Institute of Technology, University of California, University of Washington and École africaine de la météorologie et de l'aviation civile, and trains the staff of the Agence pour la sécurité de la navigation aérienne en Afrique et à Madagascar. ENAC is a founder of the Institut sino-européen d'ingénierie de l'aviation in Tianjin. The university provides mastère spécialisé programs at the Civil Aviation University of China for Chinese students in airport management, aviation-safety management (airworthiness), aviation-safety management (flight operations) and aviation-safety management (aeronautical maintenance, the latter two in partnership with the Institut supérieur de l'aéronautique et de l'espace). In December 2011, the university signed an agreement with the École des ponts ParisTech and the Mohammed VI International Academy of Civil Aviation to introduce an MBA program in aviation management for aerospace middle management in March 2012 in Casablanca.", "ENAC conducts research in accordance with the 1984 law on higher education which mandates that \"la formation des ingénieurs ... comporte une activité de recherche, fondamentale ou appliquée\" (\"engineer training ... contains a research activity, pure or applied\"). Research was originally organized around four areas: electronics, automation, computers, and aviation economics. In mid-2009, research teams were in the following laboratories: automatique – recherche opérationnelle (LARA) (automation – operational research), économie – d'économétrie de l'aérien (LÉÉA) (economy – air econometrics), étude – d'optimisation des architectures des réseaux de télécommunications (LÉOPART) (optimization of telecommunications network architecture), électromagnétisme pour les télécommunications aéronautiques (LÉTA) (electromagnetism for aeronautical telecommunications), informatique interactive (LII) (interactive computing), mathématiques appliquées (LMA) (applied mathematics), optimisation du trafic aérien (LOTA) (air-traffic optimization), and traitement du signal pour les télécommunications aéronautiques (LTST) (signal processing for aeronautical telecommunications).\nSince 2005, ENAC has had a team specializing in UAVs which maintains and develops Paparazzi, an open-sourcee system for automatic control of UAVs. Infrastructure includes a planetarium and an air-traffic control simulator. ENAC is a founding member of the European Academy for Aviation Safety (EAFAS).\nDuring the 2005 Paris Air Show, the university announced a partnership with ONERA in the fields of air traffic management, aviation safety, satellite navigation, sustainable development and aviation economics. At the end of 2011, ENAC established a research organization consisting of six programs (UAVs and air-traffic control, airports, aircraft and air operations, human-computer interaction, air-ground communications and sustainable development) in four laboratories: applied mathematics – optimization – optimal control – control engineering operations research (MAIAA); signal processing – satellite positioning system – electromagnetism – networks (TELECOM); architecture – modeling – engineering of interactive systems (LII), and economics – air transport econometrics (LEEA).", "", "", "Mélanie Astles, French aerobatics champion", "Direction générale de l'aviation civile\nENAC Alumni", "(in French)Liens Archived 7 April 2014 at the Wayback Machine\nGEA – Groupement des Grandes Ecoles Aéronautiques et Spatiales Archived 7 April 2014 at the Wayback Machine\n(in French)ENAC Ecole Nationale de l'Aviation Civile Archived 5 December 2011 at the Wayback Machine\n\"Avis n° 2011/04-03 relatif à l'habilitation de l'Ecole nationale de l'aviation civile (ENAC) à délivrer un titre d'ingénieur diplômé\" (PDF) (in French). Archived from the original (PDF) on 12 November 2011. Retrieved 30 December 2011.\n(in French)La formation Ingénieur ENAC reçoit le label EUR-ACE\n\"Elargissement du réseau FRANCE AEROTECH et signature d'une charte de gouvernance\" (PDF) (in French). Archived from the original (PDF) on 15 April 2012.\n\"IAAPS || International Association of Aviation Personnel Schools\". Iaaps.info. Archived from the original on 21 September 2011. Retrieved 10 October 2011.\n(in French)Décret numéro 2007-651 du 30 avril 2007 portant statut de l'École nationale de l'aviation civile\n(in French)France Aérotech, un nouveau réseau pour l’aéronautique et le spatial\n\"ENAC Graduate Engineer\". calameo.com. Retrieved 2 December 2017.\n\"Le Iatom, unique au monde\". Le Monde (in French). Retrieved 24 July 2018.\n(in French) 50 ans d'Énac, p. 13\n(in French) 50 ans d'Énac, p. 14\n(in French) 50 ans d'Énac, p. 15\n(in French) 50 ans d'Énac, p. 18\nSpeech on 3 March 1951.\n(in French) 50 ans d'Énac, p. 25\nRené LEMAIRE, 1952\n(in French) 50 ans d'Énac, p. 28\n(in French) 50 ans d'Énac, p. 32\n(in French) 50 ans d'Énac, p. 33\n(in French) 50 ans d'Énac, p. 34\n(in French) 50 ans d'Énac, p. 35\n(in French) 50 ans d'Énac, p. 36\n(in French)Book 50 ans d'Énac p.45\n\"Plaquette de présentation de l'ENAC\".\n(in French) 50 ans d'Énac, p. 55\n(in French) 50 ans d'Énac, p. 56\n(in French) 50 ans d'Énac, p. 57\n(in French) 50 ans d'Énac, p. 58\n(in French) 50 ans d'Énac, p. 59\n(in French) 50 ans d'Énac, p. 61\n(in French) 50 ans d'Énac, p. 62\n(in French) 50 ans d'Énac, p. 63\n(in French) 50 ans d'Énac, p. 79\n(in French) 50 ans d'Énac, p. 81\n(in French) 50 ans d'Énac, p. 87\n(in French) 50 ans d'Énac, p. 88\n(in French) 50 ans d'Énac, p. 89\n(in French) 50 ans d'Énac, p. 91\n(in French) 50 ans d'Énac, p. 101\n(in French) 50 ans d'Énac, p. 102\n(in French) 50 ans d'Énac, p. 125\n(in French) 50 ans d'Énac, p. 127\n(in French) 50 ans d'Énac, p. 130\n(in French) 50 ans d'Énac, p. 129\n(in French) 50 ans d'Énac, p. 131\n(in French) 50 ans d'Énac, p. 133\n(in French)Le réseau GEA France Archived 20 January 2012 at the Wayback Machine\n(in French)L'aéronautique forme des cadets en Chine et en Libye\n(in French)SAFRAN, PARTENAIRE DES UNIVERSITÉS CHINOISES\n(in French)Les formations en partenariat Archived 14 November 2011 at the Wayback Machine\n(in French)Mastères spécialisés Archived 1 May 2012 at the Wayback Machine\n(in French) 50 ans d'Énac, p. 146\n(in French)Le livre prend son envol au salon de l'ENAC\n(in French)Le Centre de formation à la sûreté de l'ENAC agréé par l'OACI Archived 7 April 2014 at the Wayback Machine\n(in French) 50 ans d'Énac, p. 143\n\"La France dispose de la plus grande école d'aviation européenne\" (PDF) (in French). Archived from the original (PDF) on 25 June 2012. Retrieved 18 March 2012.\n\"\"DSNA Services\" devient \"France Aviation Civile Services\"\" (in French). Retrieved 30 August 2019.\n(in French)Marc Houalla le pilote du changement\n(in French)Marc HOUALLA\n(in French)Décret du 27 novembre 2017 portant nomination du directeur de l'Ecole nationale de l'aviation civile (ENAC) – M. CHANSOU (Olivier)\nAnnuaire INGENAC 2010, p. 9\n(in French)Construction des avions: par Guy Du Merle,... Préface de Paul Dumanois,...\n\"La lettre d'information mensuelle de l'École Nationale de l'Aviation Civile\" (PDF) (in French).\n(in French)Annuaire Archived 30 July 2012 at the Wayback Machine\n(in French)PAILHAS Louis\n(in French)Monsieur Louis PAILHAS\n\"L' ÉNAC à ORLY\" (PDF) (in French).\n(in French)L'Énac fête ses cinquante ans\n(in French)Gérard ROZENKNOP\n(in French)Gérard ROZENKNOP\n(in French)Marc Houalla le pilote du changement\n(in French)Marc Houalla : un nouveau pilote pour l'École de l'aviation civile\n(in French)Organigramme général Archived 23 September 2011 at the Wayback Machine\n(in French)Avis présenté au nom de la commission du développement durable et de l'aménagement du territoire sur la loi de finances pour 2011 (n° 2824), tome IV, écologie, développement et améngament durables : transports aériens\n(in French) Enac : L'école cherche à se doter d'une fondation\n(in French) Newsletter ENAC – n°97 / Septembre 2011\n(in French) Travaux. Rangueil : l'Enac rénove son campus\n(in French)Enac / SEFA : La fusion opérationnelle pour le 1er janvier 2011\n(in French)Les cadets Air France dans la nature Archived 24 May 2012 at the Wayback Machine\n(in French) De la voltige de haut niveau\n(in French) Formation FI\n(in French) L'École nationale d'aviation civile ouvre ses portes\n(in French) SEFA 60 Ans au Sommet\n(in French) Les 60 ans de Saint Yan\n(in French) L'AEROPORT DE SAINT YAN\n(in French) Montpellier, entre ciel et mer\n(in French) Muret\n(in French) Melun-Villaroche – L'aérodrome restera occupé toute la semaine\n(in French) École Nationale de l’Aviation Civile ENAC – Toulouse\n(in French) La France dispose de la plus grande école d'aviation européenne Archived 7 April 2014 at the Wayback Machine\n(in French)Tout est bon dans le Salon\n(in French) Un simulateur de vol à prix discount\n(in French) Lettre mensuelle DSNA numéro 29 – avril 2010 Archived 4 October 2013 at the Wayback Machine\n(in French)L'ENAC met en réseau ses simulateurs de vol et de contrôle pour répondre aux besoins de formation et de recherche des entreprises aéronautiques Archived 17 March 2010 at the Wayback Machine\n(in French) Calendrier des recrutements ÉNAC 2012 Archived 11 November 2011 at the Wayback Machine\n(in French) Page d'accueil\n(in French)Plaquette de présentation de la formation ingénieur ÉNAC\n(in French)Décret n°2002-523 du 16 avril 2002 portant statut particulier du corps des ingénieurs des ponts et chaussées.\n(in French)Création du Master GNSS Archived 1 August 2013 at the Wayback Machine\n(in French)Les formations ingénieur ENAC\n(in French)Nouveau MASTER Global Navigation Satellite System, (GNSS) Archived 7 April 2014 at the Wayback Machine\nMaster of Science in Air Traffic Management Archived 16 May 2012 at the Wayback Machine\n(in French)Master IHM\n(in French) ENAC Ecole nationale de l'aviation civile\nSM-ASAA\n(in French) La Conférence des Grandes Écoles accrédite le nouveau Mastère Spécialisé AVIATION & AIR TRAFFIC MANAGEMENT de l’ENAC Archived 15 August 2011 at the Wayback Machine\n(in French) Mastère Spécialisé : Aerospace Project Management Mastère Spécialisé : Aerospace Project Management Archived 21 June 2011 at the Wayback Machine\nSM-APM\n(in French) Page d'accueil\nAssemblée générale d'ENAC Alumni\n(in French) Master IT parcours SIGL Archived 29 June 2011 at the Wayback Machine\n(in French) Enac : Partenariat avec l'Ecole de Commerce de Nantes\n(in French)Élargissement du réseau FRANCE AEROTECH et signature d’une charte de gouvernance Archived 15 April 2012 at the Wayback Machine\n(in French)Page des échanges internationaux\n(in French) ÉNAC Toulouse dans le palmarès l'Étudiant 2012\n(in French) OBJECTIF n° 2 : Faire de l’ENAC une école de référence dans le domaine du transport aérien en France et à l’étranger Archived 7 April 2014 at the Wayback Machine\n(in French) Plaquette de présentation de l'ÉNAC\n(in French)L'ÉNAC dans le monde\nStudents graduate from Airbus aviation program\n(in French)UN NOUVEL EXECUTIVE MBA POUR L’AVIATION\n(in French)L'AIAC lance un Executive MBA in Aviation Management\n(in French) 50 ans d'Enac, p. 125\n(in French) Laboratoire de recherche opérationnelle et automatique Archived 14 October 2005 at the Wayback Machine\n(in French) Laboratoire d'économie et d'économétrie de l'aérien Archived 17 June 2006 at the Wayback Machine\n(in French) Présentation (succincte) du LEOPART\n(in French)Développement d'algorithmes de planification tactique de trajectoires avion.\n(in French) Laboratoire d'Électromagnétisme pour les Télécommunications Aéronautiques (LETA)\n(in French) Le laboratoire d'informatique interactive\n(in French) Laboratoire de Traitement du Signal pour les Télécommunications Aéronautiques (LTST)\n(in French)Page d'accueil\n(in French) Page principale\n(in French) Partenariat stratégique ÉNAC-ONÉRA dans le domaine de la recherche Archived 25 June 2012 at the Wayback Machine\n(in French)L’ENAC et l’ONERA mettent leurs compétences en commun afin de promouvoir une recherche d’excellence et apporter des solutions à des clients français et étrangers\n(in French) Newsletter ENAC – n°98 / Novembre 2011", "Ariane Gilotte, Jean-Philippe Husson and Cyril Lazerge, 50 ans d'Énac au service de l'aviation, Édition S.E.E.P.P, 1999\nAcadémie nationale de l'air et de l'espace and Lucien Robineau, Les français du ciel, dictionnaire historique, June 2005, 782 p. (ISBN 2-7491-0415-7), p. 626, « Les écoles d'ingénieurs aéronautiques »\nSandrine Banessy, Le rêve d'Icare – Histoire de l'aviation à Toulouse, Labége, éditions TME, 2006, 95 p. (ISBN 2-7491-0415-7), p. 80 et 81 « Du rêve à la réalité »\n[PDF] Agence d'évaluation de la recherche et de l'enseignement supérieur, « Rapport d'évaluation de l'École nationale de l'aviation civile », September 2010\nGIFAS, Ouvrez grand vos ailes : une formation pour un métier dans l'industrie aéronautique et spatiale, Paris, GIFAS, 2011, 62 p., p. 41", "ENAC official website\nENAC Alumni" ]

[ "École nationale de l'aviation civile", "History", "Origins", "Aviation-safety university in Paris", "First partners", "Transition", "Public administrative institution", "New missions", "International dimension", "Directors", "Administration", "Budget", "ENAC Foundation", "Campuses", "Aircraft and simulators", "Teaching and research", "Programs", "Continuing education", "International partners", "Research", "Notable people", "Alumni", "Faculty", "See also", "References", "Bibliography", "External links" ]

[ 3264, 3265, 3266, 3267, 3268, 3269, 3270, 3271, 3272, 3273 ]

[ 15699, 15700, 15701, 15702, 15703, 15704, 15705, 15706, 15707, 15708, 15709, 15710, 15711, 15712, 15713, 15714, 15715, 15716, 15717, 15718, 15719, 15720, 15721, 15722, 15723, 15724, 15725, 15726, 15727, 15728, 15729, 15730, 15731, 15732, 15733, 15734, 15735, 15736, 15737, 15738, 15739, 15740, 15741, 15742, 15743, 15744, 15745, 15746, 15747, 15748, 15749, 15750, 15751, 15752, 15753, 15754, 15755, 15756, 15757, 15758, 15759, 15760, 15761, 15762, 15763, 15764 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/e/e5/Ecole_Nationale_des_sciences_appliqu%C3%A9es_de_T%C3%A9touan.jpg" ]

[ "The École nationale des sciences appliquées de Tétouan (National school of applied sciences of Tetouan) is a public engineering school in Morocco established in September, 2008. The school is located in Tetouan, Morocco. It is part of the National Schools of Applied Sciences-ENSA and Abdelmalek Essaâdi University.", "The school's main goals are:\ntraining and preparing qualified engineers in an array of engineering disciplines (see below) both theoretically and practically in order to satisfy the needs of economical and social developments both regionally and nationally.\nAdvancing scientific and technological researches.\nEstablishing a cooperation framework with industrial, socio-economical, and scientific decision makers regionally, nationally, and internationally.", "Computer Engineering\nTelecommunication and Networks Engineering\nMechatronics Engineering\nSupply Chain Engineering\nCivil Engineering", "\"ENSA Tétouan\". ENSA Tétouan (in French). Retrieved 2021-07-20.\n\"Présentation\". ENSA Tétouan (in French). 2016-09-05. Retrieved 2021-07-20.\n\"Génie Informatique\". ENSA Tétouan (in French). 2019-10-29. Retrieved 2021-07-20.\n\"Génie des Systèmes de Télécommunications et Réseaux\". ENSA Tétouan (in French). 2019-10-29. Retrieved 2021-07-20.\n\"Génie Mécatronique\". ENSA Tétouan (in French). 2019-10-29. Retrieved 2021-07-20.\n\"Supply Chain Management\". ENSA Tétouan (in French). 2019-10-29. Retrieved 2021-07-20.\n\"Génie Civil\". ENSA Tétouan (in French). 2019-10-29. Retrieved 2021-07-20.", "(in French) Site officiel" ]

[ "École nationale des sciences appliquées de Tétouan", "Mission", "Programmes offered", "References", "External links" ]

[ 3274 ]

[ 15765, 15766, 15767 ]

[ "", "The school", "Doric Column inside the Ensav" ]

[ 0, 1, 6 ]

[ "https://upload.wikimedia.org/wikipedia/en/7/71/Logo-ENSAV-sept2012_6700.png", "https://upload.wikimedia.org/wikipedia/commons/9/92/Petite_Ecurie_Versailles.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/ec/Galerie_des_Sculptures_Versailles.jpg" ]

[ "The École nationale supérieure d'architecture de Versailles commonly referred to as the ENSAV, is a leading French architectural school located at the ancient stables of the Versailles Palace. It is an associate member of the University Paris-Saclay. The pedagogical aim of the National Architecture School of Versailles is to provide an intense experience in the architectural arts while developing questions of architecture in the fields of building, city and regional planning. The school prepares students using diverse professional exercise methods and its specially known for its urban design teachings.\nThe school is listed among the 50 best European architecture schools according to Domus since the beginning of this ranking established in 2013.", "The school was founded in 1969 as a division of the École des beaux-arts architecture section. Architect Jean Castex was one of the school's founders, while Nicolas Michelin (co-founder of the group Labfac) was the managing director from 2001 to 2009. The current dean is the architect Jean-Christophe Quinton.", "Jeanne Gang\nMoussa Mostafa Moussa\nChristine Leconte\nCatherine Furet\nClément Blanchet\nAnne Démians\nPascal Gontier\nJean-Pierre Pranlas-Descours\nNicolas Godin\nFrançois Roche", "3 applied research laboratories\n1 documentation center and library\n1 model workshop\n1 photo development laboratory\n1 photo studio\n3 multimedia rooms\n1 computer room\n1 digital workshop\n1 amphitheater\n1 auditorium\n1 restaurant\n1 café\n2 exhibition spaces \"La Rotonde\" and \"La Forge\"\n1 Large nave, \"La Nef\" (venue for workshops, exhibitions, educational experiments)\n1 modern exhibition center \"La Maréchalerie\"\nstudios", "", "The Léav is the research center of the school. It has participated in the foundation of the PATRIMA laboratory. The latter is a member of the SHS (University of Paris-Saclay) doctoral school.\nLADRHAUS and GRAI are two other research laboratories of the ENSAV.\nIt organizes public conferences of researchers and theoreticians: Jean-Pierre Chupin, William J.R. Curtis, Antoine Grumbach ...\nBoard members: Jean Castex, David Mangin, Frédéric Borel, Gilles Clément, Jorge Orta, Antoine Picon, Paola Viganò, Jean-Philippe Vassal.", "The ENSAV publishes books and research conclusions via its edition unit.\nResearch Publications :\nUrban Forms: Death and Life of the Urban Block\nThis major publication by Jean Castex, Philippe Panerai and Jean-Charles Depaule (teachers of the school) had its first edition in French in 1977. It has been recently translated and edited in English for the first time in 2003 with an additional postscript.\nThe annual \"Yearbook\" shows students work as well as teacher's writings and leading figures interviews related to architecture. Its development is part of the master thesis \"Experimental processes, arts and media\".\nThe review EAV (Enseignement Architecture Ville) was created by Anne-Marie Chatelet and Michel Denes in 1995. It is published annually. The number 10th of the review (2004–2005) explained its history and origins. This same issue was based on journals and reviews from Zurich's Eidgenossische Technische Hochschule.\nENSAV also supported the creation of the PLI magazine led by former school student Christopher Dessus.\nLe Pavé is a blog run by a masters' association renewed every year. Its purpose is to disseminate reflections, research or architectural criticism.", "The school has agreements with more than 36 universities worldwide. Each year, the ensav organises international workshops around the world (Isaphan, Dakar, Kyoto, Rome, Rio, Delft, Shangai, Casablanca...).\nIn 2016, the school collaborates with the EPFL to build an international experimentation project : \"HOUSE 1/12 cities\". They created a wood structure built at the Lausanne campus and then in Versailles. More than 200 people took part in this project.\nEach year, an renowned artist is invited to conduct a four-weeks workshop with students. Past editions have been supervised by Hans Walter Muller, Tadashi Kawamata, Campana brothers, Miquel Barcelo, Lucy et Jorge Orta or Tomas Saraceno.\nThe ENSAV offers a dual master's degree entitled \"Ecological Urbanism\" with the Tongji University in China.", "The ENSAV hosts and organizes various international events :\n- Modern art exhibitions in its own museum : La Maréchalerie.\n- Lectures : Kengo Kuma, Christian de Portzamparc, Marc Barani, Odile Decq, David Basulto (Archdaily founder), Chaix et Morel, X-TU architects, Rudy Riciotti, Frederic Borel, Abraham Poincheval, Mathieu Lehanneur, Paul Andreu, David Van Severen(teacher at the school), Jakob + Macfarlane, Felice Varini, Clément Blanchet (former student), Dominique Gonzalez-Foerster, , Régis Roudil (invited teacher at the school) Laurent Grasso, Patrick Bouchain, Jean Rodet (former student), Duncan Lewis, Yann Kersalé, Klaus Pinter, Nicolas Dorval-Bory (teacher at the school), Richard Copans, Djamel Klouche (teacher at the school), Jean-Paul Jungmann, Bertrand Lamarche, Thomas Raynaud (teacher at the school), Mark Alizart, Kasper T.Toeplitz, Bruno Latour, Jean Castex, NP2F, Pascal Gontier (former student), Sébastien Martinez Barat (teacher at the school), Tanja Herdt, Matthias Armengaud(AWP, former student and teacher at the school), Éric Lapierre...\n- Design Modeling Symposium : DSM17. This symposium offered classes, lectures, exhibitions and workshops under the topic \"Humanizing digital reality\". Some of the lecturers were Antoine Picon, Carlo Ratti, Arthur Mamou Mani, Philippe Rahm (ENSAV teacher).\n- Bap ! First Paris region biennale in 2019.", "Domus Top 100 Schools Introduction PDF\nWackerow, Elaine (9 October 2008). \"World-renowned architect Francois Roche to speak at Syracuse Architecture\". SU News. Syracuse University. Retrieved 23 May 2021.\n\"Ecole nationale supérieure d'architecture de Versailles\". www.versailles.archi.fr. Retrieved 2019-04-02.\n\"David Van Severen - Harvard Graduate School of Design\". www.gsd.harvard.edu. Retrieved 2019-04-02.\n\"Who we are\". AWP. Retrieved 2019-01-24.\n\"Ecole nationale supérieure d'architecture de Versailles\". www.versailles.archi.fr. Retrieved 2018-08-31.\n\"The Design Modelling Symposium Paris 2017\". www.design-modelling-symposium.de. Retrieved 2018-09-03.\n\"The Design Modelling Symposium Paris 2017\". www.design-modelling-symposium.de. Retrieved 2018-08-31.", "École nationale supérieure d'architecture de Versailles, official website\nLéav Laboratoire de l’école nationale supérieure d’architecture de Versailles, official website\nLa Maréchalerie, modern art museum of the ENSAV, official website\nJean Castex\nNicolas Michelin\nLabfac\nJeanne Gang" ]

[ "École nationale supérieure d'architecture de Versailles", "History", "Former students", "Facilities of the school", "Research and theory", "Research centers", "Publications", "International", "International events", "References", "External links" ]

[ 3275, 3276 ]

[ 15768, 15769, 15770, 15771, 15772, 15773, 15774, 15775, 15776, 15777, 15778, 15779 ]

[ "Pierre Joigneaux Memorial in the parc Balbi", "Diploma of the Ecole Nationale d'Horticulture, 1903", "Experimental farm at the former Institut National Agronomique Paris-Grignon" ]

[ 0, 0, 2 ]

[ "https://upload.wikimedia.org/wikipedia/commons/8/83/Versailles_Balbi_Joigneaux01.jpg", "https://upload.wikimedia.org/wikipedia/commons/c/c8/Diplom_G.Petkov.jpg", "https://upload.wikimedia.org/wikipedia/commons/5/5b/Grignon_-_%C3%89table_-_ferme_exp%C3%A9rimentale02.jpg" ]

[ "L'École Nationale Supérieure d'Horticulture (Ecole Nationale Supérieure d'Horticulture de Versailles, Ecole Nationale d'Horticulture) was a French grande école of horticulture.\nIt was founded in 1874, on initiative of Pierre Joigneaux and the first Director was Auguste Hardy, to promote French agricultural education (Under the Act of 16 Dec. 1873). The school was located in the “Potager du Roi” (the King's kitchen garden) in Versailles where the former Institut National Agronomique had been established in October 1848 at the end of the Second Republic. At first it was named Ecole Nationale d'Horticulture, being changed to Ecole Nationale Supérieur d'Horticulture (ENSH) in 1961.\nIn 1976, the Ecole Nationale Supérieure du Paysage (ENSP) was separated from the ENSH, and both remain located at the Potager du Roi. In 1995, the ENSH was transferred to Angers, while the ENSP remained at Versailles. Three year later, the ENSH was officially combined with the national school of practitioners of horticulture and landscape (Ecole National des Ingénieurs de l'Horticulture et du Paysage ENITHP) in Angers to produce the Institut National d'Horticulture et de Paysage (National Institute for Horticulture and Landscape Management).", "In October 1848 France's agricultural education was reformed through the creation of the Institut National Agronomique at Versailles specialising in the vegetable garden. In 1849, Auguste Hardy, agronomist, became Head Gardener of the institute, replacing Mr Massey in the garden and beginning student education. At the end of the Republic, the institute is abandoned because the Emperor, like his royal predecessors, preferred the garden as a simple source of provisions. However, in 1865 Hardy created a school dedicated to the development of new fruit varieties using improved techniques, more greenhouses and sheltered areas.\nAfter 1866 many organisations vied for control of the school until in 1872 Pierre Joigneaux proposed l'École Nationale d'Horticulture (ENH), which was opened in 1874. It was to be self-financing from the sale of the products of the garden maintained by fifty \"student-workers\". Its mission was: \"the training of expert gardeners who are able, after two years of theoretical and practical studies, to spread and popularize good horticultural practices and principles in our departments.\" The garden was considered ideally situated: \"considering all the horticultural wealth gathered at Versailles, nowhere could provide a training more complete and more varied.\"\nThe school then continued its tradition of production and experimentation. A weather station was installed, and different research programmes were implemented on cultivation, preservation of the fruit, chemical treatments. Greenhouses now covered the space between the Figuerie and Rue Satory near the gate of the King. It still uses some of these greenhouses.\nIn 1889 a winter garden full of ornamental species was established, the covered area being 5,600 m2. The school was now at the forefront of French horticulture and had developed an international reputation with alumni taking leading positions in botanical gardens and farms worldwide. Hardy also accentuated the botanical nature of the ENH, implementing a school of Botany with 1900 plant species, a rose garden with 800 plants. After winter 1879–80, whose cold destroyed nearly 10,000 trees, new cultivars were introduced: 309 varieties of apples and 557 varieties of pears. More than thirty forms of fruit-producing trees were in the garden: spiral, triangular prism, fan, cords, and candelabras.\nIn 1891 with the death of Auguste Hardy, Jules Nanot maintained the reputation of the Jardin du Roi and the ENH. Student education included studies of the architecture of the gardens and greenhouses taught by Darcel (a colleague of Alphand), and then by the famous landscape architect Édouard André, between 1892 and 1905, and his son René- Édouard André, who succeeded Duprat. Gradually, the teaching of the landscape architecture and design increased, creating a distinctive Versailles genre and its disciples. The program involves a thorough knowledge of plants, the science of architecture, optics, and project management. This lead in 1945 to a course on \"the landscape and art of gardens\".\nIn 1961, the ENH awarded a diploma of horticultural engineer and became a National College recruiting students who had already completed their higher education and were seeing more theoretical and modern research.", "The Institut National d'Horticulture et de Paysage (National Institute for Horticulture and Landscape Management) was established in 1997 as a merger of two grandes écoles, the Ecole Nationale Supérieure d'Horticulture (ENSH) at Versailles and the Ecole Nationale des Ingénieurs de l'Horticulture et du Paysage (ENITHP) at Angers. In July 2008, the Institut National d'Horticulture et de Paysage at Angers and the Agrocampus Rennes (in Rennes), merged again to form a new grande école called Agrocampus Ouest. Agrocampus Ouest consists in two centres:\none in Angers,\nthe other at Rennes.\nAngers'centre of Agrocampus Ouest (or INHP) is located on the campus of Angers-Technopole, and this is now the only public higher education establishment specialising in horticultural engineering, and one of the few specialising in landscape design. Together with other educational and research establishments, the INHP researches the ecophysiology of plant development and production systems, genetic resources and plant breeding, plant protection, seed physiology, horticultural sectors of the economy, and forms in the landscape.\n[The Institut National Agronomique Paris-Grignon (INA P-G) was a French grande école. It was created in 1971 by merging the Institut national agronomique (Paris) and the École nationale supérieure d'Agronomie de Grignon, thus having a history that goes back to 1826.] INA P-G disappeared as an administrative entity on January 1, 2007, becoming part of AgroParisTech with ENSIA and ENGREF.", "Arboretum de Grignon\nJardin botanique de l'Institut National", "The Grandes Écoles (literally, in French, \"great schools\") of France are higher education establishments outside the main framework of the French university system. Student selection for a Grandes Écoles is based chiefly on national assessment in competitive written and oral exams. These exams occur mostly two years after graduation. Between graduation and the exams, students follow what are called classes préparatoires, as part of a higher selection system.", "Potager du Roi\nHistory of the school\n\"La quintinie et le potager du roi - France-Diplomatie-Ministère des Affaires étrangères et européennes\". www.diplomatie.gouv.fr. Archived from the original on 2011-02-13.\n\"Archived copy\". www.diplomatie.gouv.fr. Archived from the original on 2011-02-13.", "Video dated 1929 showing the ENSH at Versailles\nFurther information\nAgrocampus Ouest official site\npaysagisme.com Le portail de référence des paysagistes francophones\nLe site de l'exposition florale\n(in French) Official website\n(in English) Official website\n(in French) Official website of AgroParisTech" ]

[ "École nationale supérieure d'horticulture", "History", "Merger", "See also", "Footnote", "References", "External links" ]

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[ "Ensimag Campus in Winter", "" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/5/58/Ensimag-logo-neige.jpg", "https://upload.wikimedia.org/wikipedia/commons/b/b1/Grenoble-University-logo.png" ]

[ "The École nationale supérieure d'informatique et de mathématiques appliquées, or Ensimag, is a prestigious French Grande École located in Grenoble, France. Ensimag is part of the Institut polytechnique de Grenoble (Grenoble INP). The school is one of the top French engineering institutions and specializes in computer science, applied mathematics and telecommunications.\nIn the fields of computer science and applied mathematics, Ensimag ranks first in France, as measured by the position of its students in the national admission examinations and by the ranking of companies hiring its students and specialized media.\nStudents are usually admitted to Ensimag competitively following two years of undergraduate studies in classes préparatoires aux grandes écoles. Studies at Ensimag are of three years' duration and lead to the French degree of \"Diplôme National d'Ingénieur\" (equivalent to a master's degree).\nGrenoble, in the French Alps, has always been a pioneer for high-tech engineering education in France. The first French school of electrical engineering has been created in Grenoble in 1900 (one of the first in the world after MIT). In 1960 the eminent French mathematician Jean Kuntzmann founded Ensimag. Since that time it has become the highest ranking French engineering school in computer science and applied mathematics.\nAbout 250 students graduates from the school each year in its different degrees, and counts with more than 5500 alumni worldwide.", "Ensimag's curriculum offers a variety of compulsory and elective advanced courses, making up specific profiles.\nMost of the common core courses are taught in the first year and the first semester of the second year, allowing students to acquire the basics in applied mathematics and informatics. \nStudents then choose a graduate specialization.\nFinancial Engineering\nFinancial Mathematics\nMathematics and Informatics for Finance\nComputer Systems for Finance\nSoftware and Systems Engineering \t\nArchitecture of Complex Systems\nSecurity\nInformation Systems\nMathematical modeling, Vision, Graphics and Simulation \nModeling, Calculus, Simulation\nImages, Virtual Reality and Multimedia\nDecision-making\nBio-informatics\nEmbedded Systems and Connected Devices\nSoftware, hardware and systems for embedded and intelligent applications\nHigh level modeling, virtual prototyping and validation of complex systems\nControl theory and informatics\nArchitecture and telecommunication services\nNetworks transmission systems", "Master of Science in Informatics at Grenoble \nSince September 2008, a joint degree programme with Université Joseph Fourier. Highly competitive, two-year graduate program offering training in the areas of:\nDistributed Embedded Mobile and Interactive Systems\nGraphics, Vision and Robotics\nAI and the Web\nSecurity and Cryptology of Information Systems. This program is common between the Grenoble INP and the Université Grenoble Alpes.\nWebsite: http://mosig.imag.fr/\nMaster in Communication Systems Engineering\nOffered jointly by Ensimag and Politecnico di Torino (Italy)\nThis course aims to train engineers to specialize in the design and management of communication systems, ranging from simple point-to-point transmissions to diversified telecommunications networks. \nA four-semester course:\nFirst and second semesters taught at Politecnico di Torino\nThird semester taught at Grenoble INP\nFourth semester: Master's Thesis\nWebsite: http://cse.ensimag.fr", "Ensimag students can perform research work as part of their curriculum in second year, as well as a second-year internship and their end of studies project in a research laboratory. 15% of Ensimag graduates choose to pursue a Ph.D.", "Nsigma was founded on November 17, 1980 as a voluntary association under the name ENSIGMA PROGRAMMATION. This association obtained the label Junior-Entreprise ® in 1981 and managed to renew it every year since then. The Junior enterprise took advantage of the Ensimag reform in 2008 to update its status and title. Currently called Nsigma, it is now an information technology service provider.\nWebsite: http://nsigma.fr/", "(fr) The official Ensimag website\n(en) The official Ensimag website", "\"Le classement 2013 des écoles d'ingénieurs\". usinenouvelle.com.\n\"Le palmarès 2010 des écoles d'ingénieurs de L'Etudiant\". pro.01net.com.\n\"L'Etudiant: Palmarès 2013 des écoles d'ingénieurs après bac + 2\". letudiant.fr.\nfigaro, le. \"Classement 2019 des meilleures écoles d'informatique en France\". Le Figaro Etudiant (in French). Retrieved 2019-07-25." ]

[ "École nationale supérieure d'informatique et de mathématiques appliquées de Grenoble", "Ensimag Graduate specializations", "International master’s programmes (Courses in English)", "Research at Ensimag", "Junior enterprise: Nsigma", "External links", "References" ]

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[ "", "Two cars of the graduate school during the 4L Trophy" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/4/44/ENSIP_locaux_%C3%A9cole_de_face.jpg", "https://upload.wikimedia.org/wikipedia/commons/b/b7/4lesip.jpg" ]

[ "The École nationale supérieure d'ingénieurs de Poitiers (ENSI Poitiers) is a French generalist engineering grande école in Poitiers, the regional capital of former Poitou-Charentes now part of Nouvelle-Aquitaine. Its focus is on the protection of the environment and is part of the University of Poitiers, one of the oldest universities in Europe.", "Its roots come from Institut de sciences et techniques de Poitiers, a department of the University of Poitiers created in 1972. The Graduate Engineering School took over from it and was established in 1984. Then its buildings have been moved in 1996, in the campus, and it is located with the number B1.\nAt the beginning, the French grande école was called École supérieure d'ingénieurs de Poitiers (ESIP). In 2010 it changed its name.\nThe presidents of ENSIP were chronologically Michel Blanchard, Marcel Doré, Jean-Hugues Thomassin, Bernard Legube and Jean-Yves Chenebault.", "The admission is decided after concourse at the end of preparatory classes, a highly selective system. It is also possible to be admitted after a Diplôme universitaire de technologie for the best of their promotions.", "Students can receive two diplomas: Energy and Water and civil engineering which lead to :\nThe Energetic, systems and electrical Engineering department\nEnergetics\nLighting, Acoustics and Thermal studies\nElectrical Energy Optimization and Control\nEnvironment and Transportation\nThe Environmental and Civil Engineering department\nWater and waste treatment\nConstruction and Geotechnics\nIn partnership with Centrale Lille and ISAE-ENSMA, ENSIP is a part of the prestigious International Master's Program in Turbulence. At the end of this highly selective two-year program, students are awarded a Master's Degree in Fluid Dynamics and Turbulence.\nENSIP students can also develop a double-competence with IAE Poitiers and their master's in business administration.\nThree laboratories support the school:\nLIAS: a computer laboratory after the merge of LAII (Laboratoire Automatique et Informatique Industrielle) and on other laboratory.\nIC2MP: a chemical laboratory which gathers HYDRASA (HYDRogéologie, Argiles, Sols, Altération), LACCO (LAboratoire Catalyse en Chimie Organique) and LCME (Laboratoire Chimie et Microbiologie de l'Eau) from ENSIP and another one.\nInstitut Pprime: a physical laboratory which regroups LEA (Laboratoire Etudes Aerodynamiques) and LET (Laboratoire Etudes Thermiques) from the ENSIP added by four more laboratories", "We call ENSIPiens people who study at ENSIP.\nIt is possible to play almost every sports, and it is even possible to play golf near the campus and sail in La Rochelle. Besides being part of the University of Poitiers and enjoy its facilities, the School has its own athletic teams in football, rugby, handball and volley.\nThe Festival du Film Environnemental, founded in 2010, is an annual film festival held in the school and presents short films about natural environment shot by non-professional French students.\nThe Journées Information Eaux is a biannual congress which gathers famous researchers and professionals in the water domain.", "Here are some universities who dealt partnerships:\n - Dresden University of Technology\n - National University of Cuyo\n - Université de Moncton, École polytechnique de Montréal, Université de Sherbrooke\n - Tongji University, Harbin Institute of Technology\n - University of Valencia\n - Université Saint-Esprit de Kaslik\n - Heriot-Watt University", "(in French) Dix jours de promo à l'Ensip, La nouvelle république, Sylvaine Hausseguy, March the 2nd of 2011\n(in French) Recrutement, ENSIP\n(in French) Formation > Diplôme d'ingénieur - Energie, ENSIP\n(in French) Formation > Diplôme d'ingénieur - Eau et Génie Civil, ENSIP\nAeronautic & space – Major turbulence – Centrale Lille\n(in French) Master 2 Administration des entreprises - MAE, IAE Poitiers", "(in French) Official website\n(in French) AAEE, Alumni association of ENSIP\n(in French) Helios, the junior enterprise\n(in French) Festival du Film Environnemental" ]

[ "École nationale supérieure d'ingénieurs de Poitiers", "History", "Admission", "Diploma", "Student life", "An international school", "Notes", "External links" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/f/f5/Entr%C3%A9e_de_l%E2%80%99ENSICA_-_2007.jpg" ]

[ "The École nationale supérieure d'ingénieurs de constructions aéronautiques (ENSICA), meaning National Higher School of aeronautical constructions, was a French engineering school founded in 1945. It was located in Toulouse.\nIn 2007, Ensica merged with Supaéro to form the Institut supérieur de l'aéronautique et de l'espace (ISAE).\nEnsica recruited its students from the French \"Concours des Grandes Écoles\". A competitive examination which requires studies at the \"classes préparatoires\". Classes préparatoires last two years where students are to work intensively on mathematics and physics.\nStudies at Ensica lasted for 3 years where students eventually got a Master in Aeronautics.\nArea of studies cover all the fundamentals of aeronautics, including: aerodynamics, structures, fluid dynamics, thermal power, electronics, control theory, airframe systems, IT...\nStudents are also trained to management, manufacturing, certification, and foreign languages.\nMain employers are Airbus, Thales, Dassault, Safran (Sagem, Snecma), Rolls Royce, Astrium, Eurocopter.", "The decree giving birth to the \"Ecole Nationale des Travaux Aéronautiques\" (ENTA) was signed in 1945. The text was then ratified by Charles de Gaulle, president of the temporary government, and by René Pleven, Finance Minister. There were 25 students in the first class and 24 of them joined the \"Ingénieurs Militaires des Travaux de l'Air\" (IMTA).\nIn 1957, the school changed its name to the \"Ecole Nationale d'Ingénieurs des Constructions Aéronautiques\" (ENICA).The course was extended to three years and the school embarked on its new civil vocation welcoming a higher proportion of civil students.\nIn 1961, ENICA was transferred to Toulouse, the director at that time being Emile Blouin. It then took on a new dimension and established its identity. In 1969, the school joined the competitive entrance examination system organised by the Ecoles Nationales Supérieures d'Ingénieurs (ENSI). It thus increased its recruitment standards to become one of the leading French schools. This excellence was rewarded in 1979 when it received the Médaille de l'Aéronautique from Général Georges Bousquet: ENICA then became ENSICA, Ecole Nationale Supérieure d'Ingénieurs de Constructions Aéronautiques.\nThe eighties were marked by a profound diversification in the training courses offered: opening of a \"Mastère\" degree and an Advanced Studies degree (DEA) in automatic control and mechanics, specialisations in aircraft maintenance and helicopter techniques. ENSICA became the top-listed school for students with pass marks in ENSI competitive entrance examinations and continuously increased the part set aside for research. It also internationalised its training by implementing exchange programmes with English, American and German institutes and universities. In 1994, ENSICA became a public establishment and can now sign, in its own name, agreements and conventions with other organisations and receive research contracts.\nToday, ENSICA has a staff of 150 people including 25 scientific directors and almost 700 part-time lecturers. The school can accommodate more than 400 students on the initial training courses and the same number of persons doing further training. The 50th class recently graduated. It included a total of 98 graduates 11 students of which did their third year of studies in a foreign university (USA, Great Britain, Germany and Sweden) and a high number of students who carried out their end of study projects abroad.", "A public establishment under the auspices of the Ministry of Defence, ENSICA gives technological teaching courses for civil and military engineering students and offers a range of training:\n\"Diplôme d'Ingenieur\" (engineer's diploma) course;\ntraining for and through scientific research;\na set of \"Mastère Spécialisé\" courses;\nfurther education courses;\nresearch.\nThe engineer's course lasts three years.", "At ENSICA, research and training are integrated into the four training and research departments: avionics and systems, mechanical engineering, fluid mechanics, applied mathematics and computer science.\nAll the departments are composed with a scientific staff. The staff is composed by lecturers-researchers with Ph.D's, lecturers and senior lecturers from universities and full professors. They are responsible for the research work and pedagogical engineering, as well as the coordination of the lecturers' teams. By this way, they actively participate in international actions and in industrial relations.\nThe lecturers come, for one third, from the university and research world, for one fourth from industry and one fourth from the DGA.\nHuman, economics, social, linguistics and multi-cultural training is under the responsibility of three departments: human and social sciences, sports and languages.\nMain departments are Avionics, Mechanical Engineering, Fluid Dynamics and Mathematics", "The Avionics & Systems Department develop :\n- In the first year a basic training in: Signal processing, Automatic System and Electrical Engineering.\n- In the third year, two advanced itineraries are proposed into the field :\nSignals - Communications\nControl - Avionics\nThe Department trains at these multidisciplinary itineraries :\nAircraft system\nSpace systems\nControl - Guidance\nRadar - Telecommunications\nPreparation for the post-graduate diplomas DEA (Advanced Studies Diploma) :\nSignals - images - acoustics\nautomatics systems.\nThese two itineraries allow, respectively, the preparation for the postgraduate diplomas signals-images-acoutics and automatic systems.", "Functional approach of electronics and electric engineering\nStrong theorical bases of signal processing allowing a use in image processing, radar and telecommunications.\nOptics and optronics bases.\nAntennas and radars theories and applications in the aeronautical and spatial domains.\nApproach of real-time systems based on a concrete system built on a micro controller.\nFinally, control : from modelisation and control of simple processes to applied advanced methods in the aeronautical domain.", "The aim of the Mechanical engineering Department's curriculum is to provide the students with basic knowledge in mechanics indispensable for their future jobs as engineers and this within a multidisciplinary aerospace training framework.\nThe Mechanical Engineering courses lasts three years and includes :\n- basic training including fundamental knowledge mainly concerning calculation of structures and technological knowledge of mechanisms, manufacturing and materials, - training applied to aeronautics and space; this part increasing progressively throughout the three years.\nThis common core is complemented, within the scope the third-year optional modules, by courses given at ENSICA for the Mechanical Engineering advanced studies degree and more specialised courses related to aeronautics and space.\nThe Mechanical Engineering Department also coordinates the school's space activities: this specific space training corresponds to around 250 hours and development is oriented both towards ultralight systems and manned flight engineering.", "The courses given by the Fluid Mechanics Department concern the thermodynamics of irreversible processes and continuum mechanics. The courses in these two disciplines are given in the first year and are completed by a basic fluid mechanics course (general equations of the movement of a Newtonian fluid and inviscid fluid movements). In the second year, the studies concern the flow of incompressible viscous fluids and compressible inviscid fluids dealing with the boundary layer, shock wave and turbulence phenomena with complements in unsteady fluid hypersonic and mechanical phenomena.\nFrom these theoretical bases, aeronautical applications are introduced in the second year. They mainly concern:\nexternal aerodynamics plus flight mechanics and handling qualities.\naeronautical turbine engines.", "The goals of CS training are:\n(1) to study the methods for developing programs (specification methods, object-oriented design, structured programming algorithms, testing);\n(2) to learn the basics of algorithmics\n(3) in-depth study of object programming, and learning an object-oriented methodology that uses UML as modeling notation;\n(4) to study the specific features of \"Real-Time\" applications and systems and of new-generation network architectures in close association with the research work carried out in the department. Practical implementations of theoretical concepts are based on Java language;\nENSICA is co-accredited for issuing the Toulouse Systems Postgraduate School's Computer-based Systems DEAs (Advanced Studies Degrees) in cooperation with UPS science university, INSA and SUPAERO engineering schools, and the Toulouse CS and Telecommunications Postgraduate School's Networks and Telecommunications DEAs in cooperation with INPT engineering school, UPS science university, SUPAERO, INSA, ENST and ENAC engineering schools.", "During the 3 years, students of Ensica have the opportunity of studying for one semester or one year abroad, or make a one-year additional training period in a company.\nForeign partnerships include:\nAustralia\nUniversity of Technology Sydney\nBelgium\nVrije Universiteit Brussel\nKatholieke Universiteit Leuven\nUniversité catholique de Louvain\nCanada\nUniversité de Sherbrooke\nEcole Polytechnique de Montréal\nChina\nNanjing University\nGermany\nTechnische Universität München\nUniversität Stuttgart\nRheinisch-Westfälische Technische Hochschule Aachen\nTechnische Universität Braunschweig\nItaly\nPolitecnico di Torino\nPolitecnico di Milano\nMexico\nInstituto Politécnico Nacional\nNetherlands\nDelft University of Technology\nPoland\nWarsaw University of Technology\nLublin University of Technology\nRomania\nPolytechnic University of Bucharest\nMilitary Technical Academy\nRussia\nSamara State Aerospace University\nSt. Petersburg State University\nSingapore\nNational University of Singapore\nNanyang Technological University\nSpain\nUniversidad Politécnica de Madrid (CETSEI)\nUniversitat Politècnica de Catalunya (ETSEIB - ETSEIAT)\nUniversidad de Sevilla\nSweden\nKungl Tekniska Högskolan\nUnited Kingdom\nCranfield University\nImperial College\nUniversity of Bristol\nUniversity of Southampton\nUniversity of Glasgow\nUSA\nState University of New York at Buffalo\nLouisiana State University\nUniversity of Wisconsin Madison\nUniversity of Maryland at College Park\nSyracuse University" ]

[ "École nationale supérieure d'ingénieurs de constructions aéronautiques", "History", "Missions", "Departments of Ensica", "Avionics", "Taught subjects", "Mechanical engineering", "Fluid Dynamics", "Mathematics", "Training periods and international perspectives" ]

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[ "" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/2/2e/Ensiame.png" ]

[ "The ENSIAME (École Nationale Supérieure d'Ingénieurs en Informatique Automatique Mécanique Énergétique et Électronique) is one of the French \"grandes écoles\" of Engineering. It is located in the city of Valenciennes, in the north of France.\nBorn from the merger between the ENSIMEV, the EIGIP and the ISIV, it educates every-year 200 engineers in 3 areas: \nMechanics-Energetics\nComputing and Management of Systems\nMechatronics\nIt offers additional courses which complement the engineering courses.\nA Master's specialised in Rail and Transport Systems\nA Diploma in Technological Research (D.R.T)", "ENSIAME Homepage\nUniversity of Valenciennes\nValenciennes City Web page" ]

[ "École nationale supérieure d'ingénieurs en informatique, automatique, mécanique, énergétique et électronique", "External links" ]

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[ "" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/b/bb/Hesam.png" ]

[ "ENSCI–Les Ateliers, the École nationale supérieure de création industrielle, is a French design school located in the 11th arrondissement of Paris. As a public commercial and industrial establishment under authority of both the Ministry of Culture and the Ministry of Industry, it is the first and only French national institute exclusively devoted to the advanced studies in design. It is a member of the Hautes Études-Sorbonne-Arts et Métiers cluster and of the Conférence des grandes écoles.\nThe school was founded in 1982 under the sponsorship of Jean Prouvé and Charlotte Perriand, and have been established in the same building that once housed the Ateliers Saint-Sabin of the Maison Jansen, hence its name; its premises are open 24 hours a day and seven days a week, enabling students to work according to their own production schedules and patterns. It has been classed number one design school in the Americas & Europe region by the 2011 Red Dot Award: Design Concept ranking, and the best design school in France by the 2012 L'Étudiant ranking. It is also one of the 60 best design schools in the world according to the 2007 Businessweek D-Schools list.", "The school offers five different programmes:\nMaster's degree in Industrial Design (Diplôme de créateur industriel)\nMaster's degree in Textile Design (Diplôme de l'Atelier national d'art textile)\nSpecialized Master in Design and Contemporary Technology (Mastère spécialisé Création et technologie contemporaine)\nSpecialized Master in Innovation by Design (Mastère spécialisé Innovation by design)\nPostgraduate diploma in New Design (Post-diplôme Nouveau design)\nENSCI–Les Ateliers is also one of the seven partner schools that deliver the Master of European Design degree.", "Matali Crasset\nFlorence Doléac\nSaran Diakité Kaba\nJean-Louis Frechin\nYannick Grannec\nThierry Gaugain\nRip Hopkins\nPatrick Jouin\nMathieu Lehanneur\nLaurent Massaloux\nJean-Marie Massaud\nÉdith Meusnier\nInga Sempé\nSeo Eunkyo\nConstance Guisset\nFlavien Berger\nThéo Mercier\nCécile Canel\nJacques Averna", "Activity Report 2011\nActivity Report 2011\nRed Dot press release\n(in French) Banc d'essai 2012 des écoles de design : 23 formations comparées\nD-Schools: The Global List", "ENSCI–Les Ateliers website." ]

[ "École nationale supérieure de création industrielle", "Degrees and programmes", "Alumni", "References", "External links" ]

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[ "", "Minatec in August 2007", "" ]

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[ "https://upload.wikimedia.org/wikipedia/en/a/a6/Grenoble_INP_-_Phelma_logo.jpg", "https://upload.wikimedia.org/wikipedia/commons/0/0e/Minatech.jpg", "https://upload.wikimedia.org/wikipedia/commons/b/b1/Grenoble-University-logo.png" ]

[ "The École Nationale Supérieure de Physique, Électronique et Matériaux (commonly known as Phelma) is a Grande École located in Grenoble, France. Phelma is part of Grenoble Institute of Technology. The school specializes in physics, electronics and materials.\nThe school is regularly ranked among the best in France in terms of Engineering, Research, and Innovation, according to French Magazines or International ones.\nStudents are admitted to Phelma after two years of undergraduate studies: the Classe préparatoires aux Grandes Ecoles. Studies at Phelma are of three years' duration and lead to the French degree \"Diplôme National d'Ingénieur\" (equivalent to a master's degree in engineering).\nBased on Physics, Chemistry, Processes, Electronics, Nanotechnologies, Phelma's teaching curriculum is of a great scientific and technical diversity with teaching themes and professional opportunities such as:\nMicro and nanotechnologies (microelectronics, nanosciences, materials, health)\nEnergy (nuclear energy & energy, alternative energies)\nInformation technology (digital communication, image and signal processing, telecommunications, computers and networks, embedded software, Internet of Things)\nInnovative materials (applied to transport, energy, leisure, health, microelectronics, building)\nBiotechnology (medical imaging and therapy, implantable devices)\nEnvironment (alternative energies, eco-processes, energy management, natural signal analysis)", "Phelma was born from the gathering of 3 engineering schools in 2008 : ENSEEG, ENSERG and ENSPG\nENSEEG(Materials, Electrochemistry and Processes):\nENSEEG was first known as \"l'Institut de l'Electrochimie\" established in 1921. It was renamed ENSSEG in 1946.\nENSERG(Electronics):\nThe school was first part of \"l'Institut Polytechnique de Grenoble\" in 1942. It became an ENSI in 1948. It was finally renamed ENSERG in 1968.\nENSPG(Physics):\nThe school was created in 1986 from a part of the ENSIEG.", "Due to its history, Phelma's building are located on 3 different places.\nThe Minatec building located in Grenoble is the building of the ex-ENSPG and is a part of Minatec (Micro and Nanotechnology Innovation Centre)\nThe Polygone building is located on the \"Polygone Scientifique\", where also can be found Minatec, CEA Grenoble and the ESRF. This is where the ENSERG was located.\nThe Campus building is the exENSEEG building. It is located on Grenoble Campus, which is outside of Grenoble in Saint-Martin-d'Hères.", "", "The school recruits from the Concours Commun Polytechniques after the CPGE, or the Polytechnic Preparatory Cycle as well as from the dossier, at the bac + 2 level.\nThe school delivers an engineering degree and research masters.", "The students are grouped in first year in two courses with general vocation, giving a Bachelor in Engineering:\nPET: Physics, Electronics and Telecoms\nPMP: Physics, Materials and Processes\nIt is possible to choose any course in the second year regardless of the course followed in the first year.\nIn the end of the first year, a 1-month internship is compulsory in order to pass the year. This internship focuses on making the students have a genuine technical experience as a non-qualified worker to provide them with this knowledge, given that they may end up being manager in the future.", "The courses of the second and third year grant a degree of Master in Science of Engineering, or \"Diplôme National d'Ingénieur\".\nThere are National courses, which are mostly taught in French and International courses, taught in English and include an abroad period.", "EPEE: Electrochemistry and Processes for Energy and the Environment, dealing with sustainable development, alternative energies, deconstruction and waste reprocessing.\nSIM: Materials Science and Engineering, focused on Materials and Semiconductors.\nBiomedical Engineering: The Biomedical Engineering program brings to the student, on the one hand, general skills in physics and biology and, on the other hand, knowledge in the engineering sciences allowing him to place himself at the interface between physical phenomena. or biological and their applications. The courses are delivered in English.\nSEI: Integrated Electronic Systems, focused on embedded digital and analog microelectronics, systems-on-a-chip, microwave and radio frequency electronics, and optoelectronics.\nPNS: The Physics - Nanosciences course focuses on microelectronics, optical devices and telecommunications for scientific research.\nGEN: Energetic and nuclear engineering : based on the control of energy production systems, more specifically on nuclear energy, as well as on the safety of these systems.\nSICOM: Signal, Image, Communication, Multimedia (common with the Ense3) gives a triple skill in signal processing, electronics and IT.\nSEOC: Embedded systems and connected objects (shared with Ensimag). The sector trains the design, validation and operation of embedded systems and the implementation of software and hardware architectures with skills in network, real-time and embedded computing, and systems-on-a-chip.", "NANOTECH: International master's degree dedicated to micro and nanotechnologies, jointly with the Politecnico di Torino and the École Polytechnique Fédérale de Lausanne, with a limited number of places for the students of each Institution.\nFAME :International Degree in Functional Advanced Materials Engineering.\nAMIS : Advanced Materials for Innovation and Sustainability.\nIn the end of the 2ᵈ year, a 3-4 month internship is compulsory to pass the year. This internship focuses on a first engineer experience, generally in a company or a research laboratory.\nIn the end of the 3rd year, a 6-month internship is compulsory to receive the \"Diplôme National d'Ingénieur\". This is called the Projet de Fin d'Etudes (or \"PFE\"), and allows students to have a full-time experience to find a job after the graduation, or even to get a professional contract for the following years.", "Phelma students have the opportunity to perform research work as part of their curriculum in third year (9th semester). 20% of Phelma graduates pursue a Ph.D.\nThe school offers research masters in collaboration with Grenoble Alpes University:\nArt, Science, Technology\nCognitive science\nOR: Optics and radio frequencies\nSignal, Image, Speech Telecoms\nNanoelectronics and nanotechnologies\nElectrochemistry and Processes (ElP)\nFAME: Functional Advanced Materials Engineering\nMaNuEn: Materials for Nuclear Engineering\nSGM: Materials Science and Engineering\nEMINE - KIC Innoenergy: European Master in Innovation in Nuclear Energy\nPHTUP: Processes of High Technologies Ultra Clean\nEP: Physical Energetics\nAPP: Astrophysics, Plasmas, Planets\nPMCR: Condensed Matter Physics and Radiation\nPSC: Subatomic Physics and Cosmology\nNanobiology, Nanobiotechnologies\nNanochemistry and Nano-Objects\nNanophysics, Nanostructures", "", "L'usine Nouvelle: Grenoble Institute of Technology 2ᵈ Best Engineering School of France.\nIndustrie et Technologies: Grenoble Institute of Technology, 1st Engineering School in Innovation, and in Energy Engineering.\nQS World University Rankings: Grenoble Institute of Technology 1st Best Engineering School of France in 2 Fields: \"Electrical Engineering\" and \"Electronics and Materials Science\".\nL'Étudiant: Phelma 5th Best Engineering School of France on the criterion of \"academic excellence\".", "L'usine Nouvelle: Grenoble Institute of Technology still 2ᵈ Best Engineering School of France after Polytechnique.\nIndustrie et Technologies: Grenoble Institute of Technology \"Undisputed leader\" in research; 1st for the 4th year in a row.\nQS World University Rankings: Grenoble Institute of Technology still 1st in the fields : \"Electrical Engineering\" and \"Electronics and Materials Science\".", "L'usine Nouvelle: Grenoble Institute of Technology 2ᵈ Best Engineering School of France, again.\nIndustrie et Technologies : Grenoble Institute of Technology Best Engineering School of France in Innovation for the 4th time.\nL'Étudiant: Phelma 6th Best Engineering School of France on the criterion of \"academic excellence\".", "L'Étudiant: Phelma progressed three places compared to the previous year by becoming the 3rd best school in France on the criterion of \"academic excellence\" and first in research.\nQS World University Rankings: Grenoble Institute of Technology still 1st en \"Electrical Engineering\" and 2ᵈ in \"Materials Science\".", "L'Étudiant: Phelma 5th Best Engineering School of France on the criterion of \"academic excellence\" and progresses by taking the 7th place on the criterion \"international openness\".", "L'Étudiant: Phelma 4th Best Engineering School of France on the criterion of \"academic excellence\", being for the first time better ranked than Ecole Centrale de Paris or Ecole des Mines de Paris in particular.", "During the year, the life of Phelma's students is punctuated by many extracurricular activities such as student parties, welcoming new students, and many other very diverse activities that range from sporting events to cultural events. These activities are organized by several student associations:\nThe Grand Cercle, or Cercle des élèves de Grenoble INP, organizing in particular the gala of Grenoble Institute of Technology.\nThe Bureau des Elèves, or BDE, which organizes the reception and integration of new students and student nights throughout the year,\nThe Bureau des Sports, BDS, which mainly organizes sports events such as ski trips,\nThe Bureau des Arts, BDA, which organizes events related to the arts and to which are attached the cultural associations of the school: Club Zik, Club BD, Club Photo ...\nJunior Conseil Phelma, or JCP, which carries out technical projects for companies, and allows students to take part in professional missions providing them with experience during their studies.\nTeam Gala Phelma who organizes the Phelma Gala, or Gala Horizon, an important school event with a buffet party...\nCHeer uP ! Phelma : National caritative association which helps children who suffer from cancer. This association isn't specific to Phelma.\nLe CLub Zik' : Mixing Association which animates students' parties in Grenoble.\nPhelma News : Newspaper of the School, which relates past and future events related to Phelma.\nLe Club Robotronik : Association which constructs robots and takes part in numerous robotic tournaments in France and Europe.\nLe Chalet : Association which manages some food, coffee and relaxation activities in the school.\nPhelma Gaming: Gaming association which relies on video games, with conferences, LAN sessions...\nA lot of other associations related to Grenoble Institute of Technology also exist in Grenoble and are available to students from the 6 schools, such as INProd (video editing), Club Oenologie (Wine analysis), Cinétoile (Cinema specific)...\nSome other associations are national or international associations which happen to be available in Grenoble or Phelma, such as CHeer uP !, BEST...\nThe BDE, the BDS and the BDA are elected each year by the students during the campaign, which takes place each year in February : a part of the first year students are grouped into several student lists that organize events during the campaign, in order to win the students' votes.", "Grenoble Institute of Technology\nGrenoble\nGrandes écoles\nENSE³\nPolitecnico di Torino", "INP, Grenoble. \"Phelma au beau fixe dans le Palmarès 2017 des écoles d'ingénieurs du journal l'Etudiant\". PHELMA (in French). Retrieved 2017-11-11.\n\"Veille technologique et industrielle | IT Industrie & Technologies\". www.industrie-techno.com. Retrieved 2017-11-11.\n\"Palmarès exclusif : les dix écoles d'ingénieurs championnes de l'innovation\". Retrieved 2017-11-11.\n\"QS World Ranking of Universities in France\" (PDF).\n\"Comparatif 2014 des écoles d'ingénieurs\". www.usinenouvelle.com (in French). Retrieved 2017-11-11.\n\"INFOGRAPHIE EXCLUSIVE : les meilleures formations d'ingénieurs en énergie\". Retrieved 2017-11-11.\n\"QS World Ra,kings\" (PDF).\n\"Palmarès des écoles d'ingénieurs 2017 selon le critère Excellence académique - L'Etudiant\". www.letudiant.fr (in French). Retrieved 2017-11-11.\n\"QS World Rankings\" (PDF).\nNouvelle, L'Usine (2015-03-10). \"Classement des écoles d'ingénieurs 2017 de L'Usine Nouvelle\". usinenouvelle.com/ (in French). Retrieved 2017-11-11.\n\"Les 100 écoles d'ingénieurs les plus innovantes\". Retrieved 2017-11-11.\n\"Palmarès des écoles d'ingénieurs 2016 selon le critère Excellence académique - L'Etudiant\". www.letudiant.fr (in French). Retrieved 2017-11-11.\nINP, Grenoble. \"Grenoble INP au classement QS* 2016 par discipline\". PHELMA (in French). Retrieved 2017-11-11.\n\"Palmarès des écoles d'ingénieurs 2018 selon le critère Proximité avec les entreprises - L'Etudiant\". www.letudiant.fr (in French). Retrieved 2017-12-07.\n\"Grand Cercle - Grand Cercle\". www.grandcercle.org (in French). Retrieved 2017-11-11.\n\"JCP | Accueil\". www.juniorphelma.fr. Retrieved 2017-11-12.\n\"Présentation\". robotronik.org (in French). Retrieved 2017-11-12.\nINP, Grenoble. \"Février : Campagne pour les élections des associations étudiantes\". PHELMA (in French). Retrieved 2017-11-11.", "Official Phelma website—(in French)\nOfficial Phelma website—(in English)\nOfficial Junior Conseil Phelma website -- (in French)\nOfficial Grand Cercle website -- (in French)" ]

[ "École nationale supérieure de physique, électronique et Matériaux", "History", "Location", "Curriculum", "Engineering", "First Year", "Second and Third Year", "National", "International", "Research at Phelma", "Rankings", "2013", "2014", "2015", "2016", "2017", "2018", "Students' Life", "See also", "References", "External links" ]

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[ "Former entrance to the royal school of drawing under Louis XV.", "" ]

[ 0, 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/4a/Facade_5_rue_de_lecole_de_medecine_paris.jpg", "https://upload.wikimedia.org/wikipedia/en/3/30/%C3%89cole_nationale_sup%C3%A9rieure_des_arts_d%C3%A9coratifs.jpg" ]

[ "The École nationale supérieure des Arts Décoratifs (ÉnsAD, also known as Arts Decos', École des Arts Décoratifs) is a public grande école of art and design of PSL Research University. The school is located in the Rue d'Ulm in Paris.", "The École nationale supérieure des arts décoratifs played a major role in the development of the Art Deco design movement in the 1920s and in the creation of new design concepts.\nThe School has an international reputation for its teaching in the fields of animation, photography, scenography, industrial design, communication design, interactive design, video, interior design, fashion, textile and engraving.", "The E.N.S.A.D. has its roots in the École royale gratuite de dessin (Royal Free School of Design) founded in 1766 by Jean-Jacques Bachelier, confirmed in 1767 by letters patent from Louis XV of France. Its founder's aim was to develop crafts relating to the arts in order to improve the quality of manufactured goods. Through a rigorous and demanding apprenticeship in the Arts, the school strove to combine technique and culture, intelligence and sensitivity, so as to enable the more gifted artisans to develop into creative artists. After several changes of name, in 1877 the school became the National School of Decorative Arts (École nationale des arts décoratifs) before taking its present name of ENSAD (École nationale supérieure des arts décoratifs) in 1927.", "Léon Deshairs −1940 and 1943–1945\nLéon Moussinac 1945–1959\nJacques Adnet 1959–1970\nMichel Tourlière\nRichard Peduzzi 1990–2002\nPatrick Raynaud 2002–2008\nGeneviève Gallot 2008–2013\nMarc Partouche 2014-2018 :\nEmmanuel Tibloux 2018 -", "Pierre Bernard (graphic designer)\nRosa Bonheur\nCassandre\nMarcel Gromaire\nAndré Lurçat\nPierre Louis Rouillard, professor of sculpture from 1840 to 1881\nJoseph-André Motte furniture and interior designer\nPhilippe Starck\nRoger Tallon", "Philippe Apeloig, graphic designer\nXimena Armas, painter\nAntun Augustinčić, sculptor\nPierre Bismuth, artist\nFrançois Boisrond, painter\nRonan Bouroullec, designer\nYvonne Canu, painter\nNina Childress, painter\nClaude Closky, artist\nPaul Coze, artist\nLeon Dabo, painter\nLéon Delarbre, painter, museum curator\nPhilippe Dupuy, cartoonist\nBenoît-Pierre Émery, graphic designer\nVincent Ferniot, actor, presenter, writer\nJean-Paul Goude, photographer and director\nRené Georges Hermann-Paul, artist and illustrator\nJohn Howe, illustrator and author\nCamille Henrot, artist\nPierre Huyghe, artist\nJean Jansem, painter\nMarcel Ichac, director and photographer\nRichard Isanove, cartoonist\nClaire Keane, illustrator\nFernand Léger, artist\nGeorges Léonnec, illustrator\nAnnette Messager, artist\nMorteza Momayez, graphic designer\nFernand Mourlot, lithographer, publisher\nThierry Mugler, fashion designer\nVictor Nicolas, sculptor\nFrancis Picabia, artist\nArthur de Pins, director of the 2000 animated short film Geraldine\nCharles Ethan Porter, painter\nRobert Poughéon, painter\nAlfred-Georges Regner, painter engraver\nPierre Roy, painter\nÉmile Savitry, painter, photographer\nJacques Tardi, cartoonist\nRaymond Templier, jewelry designer\nAdrien Voisin (1890–1979), American sculptor.\nJean-Didier Wolfromm, critic, writer", "\"Nomination d'Emmanuel Tibloux à la direction de l'ENSAD, École nationale supérieure des arts décoratifs\" [Emmanuel Tibloux appointed Director of the ENSAD, National School of Decorative Arts]. culture.gouv.fr (in French). 4 July 2018. Retrieved 30 March 2020.\n\"Art Deco jewellery: A revolution in form and function | Christie's\".", "Official ENSAD Website" ]

[ "École nationale supérieure des arts décoratifs", "Profile", "History", "Directors", "Notable teachers", "Notable alumni", "References", "External links" ]

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[ 15857, 15858, 15859, 15860, 15861 ]

[ "Building in 2018", "Building in 2018" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/e/ee/%C3%89cole_Nationale_Sup%C3%A9rieure_des_Industries_Chimiques_2018a.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e5/%C3%89cole_Nationale_Sup%C3%A9rieure_des_Industries_Chimiques_2018b.jpg" ]

[ "The École Nationale Supérieure des Industries Chimiques (ENSIC) is an Engineering School dedicated to Chemical Engineering in Nancy, France.\nEnsic Nancy is one of the seven schools of the Institut National Polytechnique de Lorraine (INPL), France's largest technological university.", "In October 1885, it was announced that the authorities were in favour of the creation of an institute of chemistry in Nancy. This pulled together a variety of chemical activities in the University of Nancy, with the specific aim of instructing young men in the practical application of chemistry to industry and agriculture. The decree authorizing the creation of the Institute was made on 8 September 1887 and construction began in 1888. The first 6 students joined in 1889 and Albin Haller was appointed as director on 30 July 1890. on 6 June 1892 it was formally inaugurated by the President of the Republic, Marie François Sadi Carnot.", "One of its early professors, Victor Grignard, obtained the Nobel Prize in Chemistry in 1912 for his invention of the organo-metallic compounds known as \"Grignard's reagents\". After the Second World War, ENSIC introduced to France chemical engineering principles developed in the English-speaking world.\nThe school created a foundation in December 2008 to support its activities, called Fondation ENSIC, with the participation of Arkema.", "450 masters-level engineering students\n200 internships in France and abroad\n100 professors, assistant professors and CNRS researchers (permanent staff)\n180 graduate students", "ENSIC Nancy offers two masters-level engineering degrees accredited by the Commission des titres d'ingénieur (France) and by the Institution of Chemical Engineers (UK).\n\" Ingénieur des Industries Chimiques\" (I2C) three years after a 2-years preparatory program of intensive study.\n\" Ingénieur des Techniques de l'Industrie\" (FITI) : cooperative industrial-academic training program in Chemical Engineering Technology", "A 2-year program open to Chemical Engineering technicians with 3–5 years of professional experience.\n60 selected topical-courses delivered by the ENSIC Continuing Education Center.", "2 Laboratories:\nLCPM: Laboratoire de Chimie Physique des Réactions (Polymer Science and Macromolecular Physical Chemistry)\nLRGP : Laboratoire de Réactions et Génie des Procédés", "Research Activities in the following fields:\nThermodynamics\nFluid mechanics\nChemical reaction engineering\nChemical kinetics and catalysis\nSeparation processes\nTransport phenomena\nCharacterisation and synthesis of polymers\nModelling and process control\nChemical engineering in rheologically complex media\nFormulation and product engineering\nBioorganic chemistry, biotechnology and bioengineering\nPhotochemistry and photophysics\nSafety, health, energy and environment\nMicro- and nanotechnology", "Revue d'histoire de la pharmacie, 82ᵉ année, n°302, 1994. pp. 287-302. Labrude, Pierre. La contribution des pharmaciens à la création (1887-1892) et à l'enseignement de l'Institut Chimique de Nancy. L'influence des systèmes étrangers d'éducation sur cette création.", "ENSIC website" ]

[ "École nationale supérieure des industries chimiques", "Creation", "Notable achievements", "ENSIC Nancy in numbers", "Engineering programs", "Continuing education", "Research laboratories", "Research activities", "References", "External links" ]

[ 3289, 3290 ]

[ 15862, 15863, 15864, 15865, 15866, 15867 ]

[ "", "Main staircase in the hall of Ecole des Mines de Nancy" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/2/2c/MinesNancy_Logo.png", "https://upload.wikimedia.org/wikipedia/commons/9/94/Mines_Nancy.jpg" ]

[ "Mines Nancy (École Nationale Supérieure des Mines de Nancy in French or Nancy School of Mines in English; also referred to as ENSMN, École des Mines de Nancy or Mines Nancy) is one of the leading French engineering Grandes Écoles.\nIt is located in the campus Artem, in the city of Nancy, Eastern France (only 1h30 from Paris by TGV), and is part of the University of Lorraine. Around 400 students are taught general science and management and 300 follow specialised Master programs. These students are taught by 60 permanent professors. There are also 400 researchers including a hundred PhD students.\nDespite its small size, it is well represented in the French industry. Most of its alumni hold executive positions in the industry and large corporations or scientific research positions in France or abroad.\nIt was created in 1919 on the request of the University of Nancy in order to contribute to the reconstruction of the mining and steel industry in the east of France after World War I. At the end of the 1950s, under the impulse of its then-director Bertrand Schwartz (younger brother of Laurent Schwartz), the school reorganized its curriculum to include a balanced blend of engineering, management and social sciences. At the time, it was an innovative educational model for engineers, that was later extended to other Grandes Ecoles.", "", "The school was initially aimed at training mining engineers. In 1957, its director Bertrand Schwartz began its transformation into a modern \"generalist\" school. The school focuses on training innovative managers for the industry and researchers, with a broad generalist and high scientific knowledge, able to communicate in different languages.\nThe Ingénieurs civils des Mines degree (Master of Science and Executive Engineering) is ranked among the best French Grande Ecole degrees. 20% of the students are international students, mainly from Morocco, Tunisia and China. In addition to the general science (advanced mathematics and physics) and management classes, the students have to specialise (one third of their classes) from their second year to the third (and last) year:\n\"Département Matériaux\" (materials and mechanics)\n\"Département Énergie\" (energetics and environment)\n\"Département Génie Industriel\" (applied mathematics and industrial engineering)\n\"Département Information et Systèmes\" (computer science)\n\"Département Géoingénierie\" (geosciences and civil engineering).\nThe students must learn English and at least another language.", "The students have to do at least three internships in order to get the degree.\nOperator internship (6 weeks), whose aim is to discover the reality of work, become aware of the repetitive nature or physical difficulties of the tasks and understand human relations within a company.\nAssistant-engineer internship (at least 10 weeks).\nEngineer internship (at least 20 weeks, usually around 6 months), the end-of-course thesis has to be research oriented.\nThe engineer internship is usually an opportunity for the companies to hire the students.", "For students having studied in the Classe Préparatoire aux Grandes Ecoles (a two-year highly selective undergraduate program in Mathematics, Physics), admission to the Ingénieur Civil des Mines degree is decided through a nationwide competitive examination ( Concours Commun Mines-Ponts) and their origin can vary: MP, PC, PSI..., with a number of places for each which was, in 2015:\nMP: 54\nPC: 32\nPSI: 40\nPT: 4\nTSI: 3\nCCP (concours commun polytechniques): 5\nAST: 5\nIt is also possible for student to be accepted for specialised master's or an exchange programs, in particular through partnerships with other schools or universities around the world.", "", "The Industrial Engineering and Materials Grande Ecole program [Ingénieur spécialité Génie Industriel et Matériaux] was established in 1991 under the joint initiative of Ecole des Mines de Nancy and its three partner companies: Renault, Saint-Gobain PAM and ArcelorMittal. This three-year graduate program is designed to provide students with general science and high skills in two complementary fields:\nMaterials Science and Engineering\nIndustrial Engineering\n\nAt the end of this graduate program, students are granted the Ingénieur degree in Industrial Engineering and Materials (Master of Science in Engineering), a French Grande Ecole degree (Diplôme d'Ingénieur) validated by Commission des Titres d’Ingénieur (CTI).\nIn 2018, 80% of graduates found a job before graduation and 100% were hired within 4 months after graduation. 19% of graduates work in the automotive, aviation, naval, and rail industries, 12% in consulting firms and some graduates continue their materials science research in research institutes.", "Technician internship in the first year (at least 19 weeks).\nAssistant engineer internship in the second year (5 months).\nEngineer internship in the final year (6 months).", "This Grande Ecole graduate program admits the students from Classe Préparatoire aux Grandes Ecoles (PT, TSI, ATS, CPP) and the best students from French universities (bachelor's degree or 2-year technical degree). The first round of selection is primarily based on students' undergraduate transcripts. Students who pass the first round must take the IELTS test and pass an interview at Ecole des Mines de Nancy. The admission is competitive, with only about 25 students admitted each year. In addition, there are also about 3 students from international partner universities of Ecole des Mines de Nancy admitted to this program.", "After ingénieur civil des Mines and ingénieur industrial engineering and matérials, this engineering Grande Ecole program was established in 2000. Students who accomplish this three-year engineering curriculum receive the Ingénieur degree in Mechanical design [Ingénieur Génie Mécanique parcours ingénierie de la conception], a French Grande Ecole degree (Diplôme d'Ingénieur) validated by Commission des Titres d’Ingénieur (CTI).", "LSG2M: science and engineering of materials and metallurgy\nLSGS: science and engineering of surfaces\nLPM: physics of materials\nGeoRessources: Geological resources and hazards\nCRPG: petrography and geochemistry\nLORIA: computer science and its applications\nERPI: innovative Processes", "The students of the ENSMN organize their own meeting with professionals, who present their companies and their activities.\nThe FORUM EST-HORIZON is currently the biggest meeting between the professional world and the students in the East of France. With 50 exhibitors covering a large variety of economic and industrial fields, the forum gathered last year over 1000 students, looking for advice, information and internships.", "Jean-Claude Trichet, president of the European Central Bank from 2003 to 2011\nJacques Bouriez, chief executive officer of Louis Delhaize Group\nPatrick Cousot, professor at New York University\nLouis Doucet, chief executive officer of GE Money Bank\nBertrand Méheut, chief executive officer of Canal+ group\nAmina Benkhadra, former Moroccan minister of energy, mines, water and environment since 2007.\nKofi Yamgnane, mayor of Saint-Coulitz (Brittany), mayor of Saint-Briac (Brittany), French junior minister of social integration in 1991-1993 and deputy of Finistère in the French Parlement in 1997-2002. He ran for the 2010 Togolese presidential election.\nPhilippe Guillemot, chief executive officer of AREVA T&D", "among its members:\nAnne Lauvergeon, chief executive officer of AREVA\nClaude Imauven, chief executive officer of Saint-Gobain PAM, chief executive officer of Saint-Gobain\nJean-Yves Koch, managing director of Capgemini", "École nationale supérieure des Mines d'Albi Carmaux (Mines Albi-Carmaux)\nÉcole nationale supérieure des Mines d'Alès (Mines Alès)\nÉcole nationale supérieure des Mines de Douai (Mines Douai)\nÉcole nationale supérieure des Mines de Nantes (Mines Nantes)\nÉcole nationale supérieure des Mines de Paris (Mines ParisTech)\nÉcole nationale supérieure des mines de Saint-Étienne (Mines Saint-Étienne)", "École nationale supérieure des Mines de Rabat (Mines Rabat)", "Colorado School of Mines", "École nationale supérieure des Mines d'Albi Carmaux (Mines Albi-Carmaux)\nÉcole nationale supérieure des Mines d'Alès (Mines Alès)\nÉcole nationale supérieure des Mines de Douai (Mines Douai)\nÉcole nationale supérieure des Mines de Nantes (Mines Nantes)\nÉcole nationale supérieure des Mines de Paris (MINES ParisTech)\nÉcole nationale supérieure des Mines de Saint-Étienne (Mines Saint-Étienne)\nÉcole Nationale Supérieure des Mines de Rabat (Mines Rabat)", "\"ENSMN Nancy (INP Lorraine), Nancy (54)\". Letudiant.fr. Retrieved 2011-11-19.", "Site of the école nationale supérieure des mines de Nancy\nPromotional site of the Ecole des Mines de Nancy\nSite of the Group des écoles des mines\nSite of students' association of Mines Nancy\nWebsite of the Journal Télévisé des Mines (audiovisual students' association)\nSite of Forum Est-Horizon\nSite of Arts Students' Association\n\nÉcole nationale supérieure des mines de Nancy" ]

[ "École nationale supérieure des mines de Nancy", "The Ingénieur civil des Mines degree", "Description", "Internships", "Admission", "The Ingénieur degree in Industrial Engineering and Materials", "Description", "Internships", "Admission", "The Ingénieur degree in Mechanical design", "Research", "Forum Est-Horizon", "Famous alumni", "The board of directors", "Other schools of Mines in France", "Other schools of Mines in Africa", "Other schools of Mines in the USA", "See also", "References", "External links" ]

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[ 15868, 15869, 15870, 15871, 15872, 15873, 15874, 15875, 15876, 15877, 15878, 15879, 15880, 15881, 15882, 15883 ]

[ "The entrance gate" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/f/f8/Entr%C3%A9e_%C3%A9cole_v%C3%A9t%C3%A9rinaire_Maisons-Alfort_France.JPG" ]

[ "The National veterinary school of Alfort (French: École nationale vétérinaire d'Alfort or ENVA) is a French public institution of scientific research and higher education in veterinary medicine, located in Maisons-Alfort, Val-de-Marne, close to Paris. It is operated under the supervision of the ministry of Agriculture.\nThis is one of the four schools providing veterinary education in France.\nSee detailed article Veterinary education in France\nThe school was established in 1765 by Claude Bourgelat and moved to its current location in 1766. The school received immediate international recognition throughout the eighteenth century, and was especially famous for its collection of anatomical and natural history specimens. In 2007, ENVA came close to the University; she was a founding member of the PRES Université Paris-Est ; she became an external school of the university of Paris-Est Créteil Val-de-Marne in January 2012.\nToday the school contains about 700 students, 75 lecturers, and 45 researchers. It also contains a most unusual museum, the Fragonard Museum, and a garden, the botanical garden of the National veterinary school of Alfort; both are open to the public.\nThis site is served by Paris métro station École vétérinaire de Maisons-Alfort.", "Jardin botanique de l'École nationale vétérinaire d'Alfort\nMusée Fragonard d'Alfort", "Heintzman, Kit (2018). \"A cabinet of the ordinary: domesticating veterinary education, 1766–1799\". The British Journal for the History of Science. 51 (2): 239–260. doi:10.1017/S0007087418000274. PMID 29665887.\nÉcole nationale vétérinaire d'Alfort\nWikimapia entry\nMedia related to École nationale vétérinaire d'Alfort at Wikimedia Commons" ]

[ "École nationale vétérinaire d'Alfort", "See also", "References" ]

[ 3293 ]

[ 15884 ]

[ "", "Entrance of the historic building of the ENS, at 45, rue d'Ulm. The inscriptions on the pediment of the monumental doorway display the school's two dates of creation (the first, 9 brumaire an III (30 October 1794), in the oculus, under the National Convention, the second, 17 March 1808), and the date of dedication of this building, 24 April 1841.", "The main entrance to the ENS on Rue d'Ulm. The school moved into its current premises in 1847.", "The quadrangle at the main ENS building on rue d'Ulm is known as the Cour aux Ernests – the Ernests being the goldfish in the pond.", "The school's Cour aux Ernests under a coat of snow.", "The Scuola Normale Superiore in Pisa, Italy, which was founded as a branch of ENS and retains very close links to it.", "Louis Pasteur was a student at the school before directing it for many years.", "Simone Weil attended the École normale supérieure in the 1920s and beat classmate Simone de Beauvoir to first place in philosophy.", "Jean-Paul Sartre attended the school at the same time as his intellectual foe Raymond Aron." ]

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[ "The École normale supérieure - PSL ([ekɔl nɔʁmal sypeʁjœʁ]; also known as ENS, Normale sup', Ulm or ENS Paris) is a grande école university in Paris, France. It is one of the constituent members of Paris Sciences et Lettres University (PSL).\nOriginally conceived during the French Revolution, the school was founded in 1794 to provide homogeneous training of high-school teachers in France but it later closed. The school was subsequently reestablished by Napoleon I as pensionnat normal from 1808 to 1822, before being recreated in 1826 and taking the name of École normale in 1830. When institutes for primary teachers training called écoles normales were created in 1845, the word supérieure (meaning upper) was added to form the current name. It has since developed into an institution which has become a platform for French students to pursue careers in government and academia.\nThe ENS has a highly competitive selection process consisting of written and oral examinations. During their studies, many ENS students hold the status of paid civil servants.\nThe ENS is a grande école and, as such, is not part of the mainstream university system. However, the vast majority of the academic staff hosted at ENS belong to external institutions such as one of the Parisian universities, the CNRS and the EHESS. This mechanism for constant scientific turnover allows ENS to benefit from a continuous stream of researchers in all fields. ENS full professorships are rare and competitive. Generalistic in its recruitment and organisation, the ENS is the only grande école in France to have departments of research in all the natural, social, and human sciences.\nDue to the selectivity of its entrance exam and its turnover among French researchers, it has a high proportion of prize laureates and therefore a very good reputation. The school has achieved particular recognition in the fields of mathematics and physics. Its alumni include 14 Nobel Prize laureates, of which 8 are in Physics (ENS has the highest proportion of Nobel laureates among its alumni of any institution worldwide), 12 Fields Medalists, more than half the recipients of the CNRS's Gold Medal (France's highest scientific prize) and several hundred members of the Institut de France, and scores of politicians and statesmen. The school has achieved particular recognition in the fields of mathematics and physics as one of France's foremost scientific training grounds, along with notability in the human sciences as the spiritual birthplace of authors such as Julien Gracq, Jean Giraudoux, Assia Djebar, and Charles Péguy, philosophers such as Henri Bergson, Jean-Paul Sartre, Louis Althusser, Simone Weil, Maurice Merleau-Ponty and Alain Badiou, social scientists such as Émile Durkheim, Raymond Aron, and Pierre Bourdieu, and \"French theorists\" such as Michel Foucault and Jacques Derrida. The school's students are often referred to as normaliens.\nIts model has been replicated elsewhere, in France (at the ENSes of Lyon, Paris-Saclay, and Rennes), in Italy (at the Scuola Normale Superiore in Pisa), in Romania, in China and in former French colonies such as Morocco, Mali, Mauritania, and Cameroon.", "", "The current institution finds its roots in the creation of the École normale de l'an III by the post-revolutionary National Convention led by Robespierre in 1794. The school was created based on a recommendation by Joseph Lakanal and Dominique-Joseph Garat, who were part of the commission on public education. The École normale was intended as the core of a planned centralised national education system. The project was also conceived as a way to reestablish trust between the Republic and the country's elites, which had been alienated to some degree by the Reign of Terror. The decree establishing the school, issued on 30 October 1794 (9 brumaire an III), states in its first article that \"There will be established in Paris an École normale (literally, a normal school), where, from all the parts of the Republic, citizens already educated in the useful sciences shall be called upon to learn, from the best professors in all the disciplines, the art of teaching.\"\nThe inaugural course was given on 20 January 1795 and the last on 19 May of the same year at the Museum of Natural History. The goal of these courses was to train a body of teachers for all the secondary schools in the country and thereby to ensure a homogenous education for all. These courses covered all the existing sciences and humanities and were given by scholars such as: scientists Monge, Vandermonde, Daubenton, Berthollet and philosophers Bernardin de Saint-Pierre and Volney were some of the teachers. The school was closed as a result of the arrival of the consulate but this École normale was to serve as a basis when the school was founded for the second time by Napoleon I in 1808.\nOn 17 March 1808, Napoleon created by decree a pensionnat normal within the imperial University of France charged with \"training in the art of teaching the sciences and the humanities\". The establishment was opened in 1810, its strict code including a mandatory uniform. By then a sister establishment had been created by Napoleon in Pisa under the name of Scuola normale superiore (SNS), which continues to exist today and still has close ties to the Paris school. Up to 1818, the students are handpicked by the academy inspectors based on their results in the secondary school. However, the \"pensionnat\" created by Napoleon came to be perceived under the Restoration as a nexus of liberal thought and was suppressed by then-minister of public instruction Denis-Luc Frayssinous in 1824.", "An École préparatoire was created on 9 March 1826 at the site of collège Louis-le-Grand. This date can be taken as the definitive date of creation of the current school. After the July Revolution, the school regained its original name of École normale and in 1845 was renamed École normale supérieure. During the 1830s, under the direction of philosopher Victor Cousin, the school enhanced its status as an institution to prepare the agrégation by expanding the duration of study to three years, and was divided into its present-day \"Sciences\" and \"Letters\" divisions. In 1847 the school moved into its current quarters at the rue d'Ulm, next to the Panthéon in the 5th arrondissement of Paris. This helped it gain some stability, which was further established under the direction of Louis Pasteur.\nHaving been recognised as a success, a second school was created on its model at Sèvres for girls in 1881, followed by other schools at Fontenay, Saint-Cloud (both of which later moved to Lyon, and Cachan). The school's status evolved further at the beginning of the twentieth century.\nIn 1903 it was integrated into the University of Paris as a separate college, perhaps as a result of its exposure to national attention during the Dreyfus Affair, in which its librarian Lucien Herr and his disciples, who included the socialist politician Jean Jaurès and the writers Charles Péguy and Romain Rolland spearheaded the campaign to overturn the wrongful conviction pronounced against Captain Alfred Dreyfus. The first female student - Marguerite Rouvière - was accepted in 1910, which made headline news in France and polarised opinion.\nThe ranks of the school were significantly reduced during the First World War, but the 1920s marked a degree of expansion of the school, which had among its students at this time such figures as Raymond Aron, Jean-Paul Sartre, Vladimir Jankélévitch and Maurice Merleau-Ponty.", "After the Second World War, in which some of its students were players in the Resistance, the school became more visible and increasingly perceived as a bastion of the communist left. Many of its students belonged to the French Communist Party. This leftist tradition continued into the 1960s and 1970s during which an important fraction of French Maoists came from ENS. In 1953 it was made autonomous from the University of Paris, but it was perceived ambivalently by the authorities as a nexus of protest, particularly due to the teachings delivered there by such controversial figures as political philosopher Louis Althusser. As of now, by law, ENS comes under the direct authority of the Minister for Higher Education and Research.\nThe fallout from the May 1968 protests caused President of the Republic Georges Pompidou, himself a former student at the school, to require the resignation of its director, Robert Flacelière and to appoint his contemporary Jean Bousquet as his successor. Both Flacelière and Bousquet were distinguished classicists.\nThe school continued to expand and include new subjects, seeking to cover all the disciplines of natural and social sciences. In this manner, a new concours was opened in 1982 to reinforce the teaching of social sciences at the school. The concours, called B/L (the A/L concours standing for the traditional letters and human sciences), greatly emphasises proficiency in mathematics and economics alongside training in philosophy and literature.\nFor a long time, most women were taught at a separate ENS, the École normale supérieure de jeunes filles at Sèvres. However, women were not explicitly barred entry until a law of 1940, and some women were students at Ulm before this date, such as philosopher Simone Weil and classicist Jacqueline de Romilly. In 1985, after heated debates, the two were merged into a single entity with its main campus at the historic site at the rue d'Ulm in Paris.", "École normale supérieure is a Grande école, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, Grandes Écoles are elite academic institutions that admit students through an extremely competitive process. Grandes Écoles typically they have much smaller class sizes and student bodies than public universities in France, and many of their programs are taught in English, and while most are more expensive than French universities, École normale supérieure charges the same tuition fees: for 2021/2022, they were €243 to register for the Master's degree. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Degrees from École normale supérieure are accredited by the Conférence des Grandes Écoles and awarded by the Ministry of National Education (France) (French: Le Ministère de L'éducation Nationale). Alums go on to occupy elite positions within government, administration, and corporate firms in France.", "The École normale supérieure is one of a few schools that still occupy a campus in the heart of Paris. The historic Paris ENS campus is located around the rue d'Ulm, the main building being at 45 rue d'Ulm in the 5th arrondissement of Paris, which was built by architect Alphonse de Gisors and given to ENS by law in 1841. Above the entrance door are sculptures of two female figures who respectively represent letters and sciences. They are portrayed sitting on either side of a medallion of Minerva, who represents wisdom. A formalised version of this frontal piece is used as the school's emblem.\nThe main site at 45 rue d'Ulm is organized around a central courtyard, the Cour aux Ernests. Another courtyard south of this one, the Cour Pasteur, separates the school from the apartment buildings of the rue Claude-Bernard. These buildings house the administrative functions of the school, and some of its literary departments (philosophy, literature, classics and archeology), its mathematics and computer science departments, as well as its main human sciences library. The site's monument aux morts, which was inaugurated in 1923 and stands as a reminder of the normaliens who lost their lives in the First World War, is a work by Paul Landowski.\nSeveral auxiliary buildings surround this main campus in adjacent streets. The closest one, opposite the main entrance, at 46 rue d'Ulm, houses the school's biology department and laboratories as well as a part of its student residences. The seat of the school's physics and chemistry departments, inaugurated in 1936 by Léon Blum and Albert Lebrun, lies north of the school on rue Lhomond, while further up the rue d'Ulm its number 29 houses secondary libraries and the school's department of cognitive sciences.\nENS has a second campus on Boulevard Jourdan (previously the women's college), in the 14th arrondissement of Paris, which is home to the school's research department of social sciences, law, economics and geography, as well as further student residences. The site has been undergoing major reconstruction since 2015. In 2017, President Francois Hollande inaugurated a new building on site, which is home to the ENS economics department, the school's social science library, and the Paris School of Economics, an ENS project.\nThe school has a secondary site in the suburb of Montrouge, which houses some of its laboratories alongside those of Paris Descartes University. It features green areas and sporting facilities as well as some 200 student rooms. A fourth site in the town of Foljuif, south of Paris, hosts some of the school's biology laboratories.", "The school is very small in student numbers. Its core of students, who are called normaliens, are selected via a competitive exam called a concours (baccalaureate + 2 years) after a preparatory class. Two hundred normaliens are thus recruited every year, half of them in the sciences and the same number in the humanities, and receive a monthly salary (around €1,350/month in 2018), and in exchange they sign a ten-year contract to work for the state. Although it is seldom applied in practice, this exclusivity clause is redeemable (often by the hiring firm). A small part of the students are admitted without having to pass an exam.\nPreparation for the concours takes place in preparatory classes which last two years (see grandes écoles). \nOther students can be selected but they are called \"étudiants normaliens\" and do not have their study paid and cannot be called \"normaliens\". They are selected with the preparation of a research project (baccalaureate + 2–4 years). \nPhD students at ENS are either graduate students from the ENS doctoral school or from another doctoral school co-accredited by ENS. Since 2016 PhD students preparing their doctoral research at ENS are awarded a PhD from PSL University.\nENS also welcomes selected foreign students (the \"international selection\"), participates in various graduate programs, and has extensive research laboratories. The foreign students selected often receive a scholarship which covers their expenses.\nThe students selected via the concours remain at the school for a length of time ranging from four to six years. Normaliens from France and other European Union countries are considered civil servants in training. Many students devote at least one of those years to the agrégation, which allows them to teach in high schools or universities. Faculty recruitment is selective, with between zero and one ENS professorship open per year. Faculty recruitments usually happen upon previous incumbent retirements. In informal ENS jargon, ENS full professors are popularly called PdPs (\"professeurs des professeurs)\" because traditionally ENS was created to educate future professors.", "Founded to train high school teachers through the agrégation, ENS is now an institution training researchers, professors, high-level civil servants, as well as business and political leaders. It focuses on the association of training and research, with an emphasis on freedom of curriculum. The school's resources are equally divided between its \"Letters\" (social and human sciences and literature) and its \"Sciences\" (natural sciences and mathematics) sections. The school's fifteen departments and its 35 units of research (unités mixtes de recherches or UMR in French) work in close coordination with other public French research institutions such as the CNRS.\nThe school has seven departments in its \"Sciences\" section: mathematics, physics, computer science, chemistry, biology, geoscience and cognitive science. It also has eight departments in its \"Letters\" section: philosophy, literature, history, classics, social science, economics (this section is the base of Paris School of Economics), geography, and art history and theory. In addition to these fifteen departments, a language laboratory for non-specialists offers courses in most major world languages to all the students. Additional centres of research and laboratories gravitate around the departments, which function as nodes of research.\nThe emphasis is placed squarely on interdisciplinarity and students who entered from a scientific concours (thus having mainly studied in their preparatory school maths, physics and chemistry or biology) are encouraged to attend courses in the literary departments. Conversely, maths and physics introductory courses are on offer for the students from the \"literary\" departments. The school's diploma, instituted in 2006, requires students to attend a certain number of courses not related to their major.", "The École normale supérieure has a network, known as Rubens, of ten libraries shared out over its sites, which taken together make up the third largest library in France. The catalogue is available for consultation online. Entrance to the libraries is reserved to domestic and international researchers of doctoral level, as well as to the teachers at the school, normaliens, other ENS students, and PSL Research University students. The main library, devoted to literature, classics, and human sciences, dates back to the nineteenth century when it was greatly expanded by its director, the famous dreyfusard Lucien Herr. Its main reading room is protected as a monument historique. This main library, which covers several thousand square metres, is one of the largest free access funds of books in France, with upwards of 800,000 books readily available and more than 1600 periodicals. Its classics section is part of the national network of specialised libraries (Cadist).\nA secondary library concerned with social science, economics, and law is located at the Jourdan campus for social science. This library has more than 150,000 books in the subjects it covers. The school also has specialised libraries in archeology, cognitive sciences, mathematics and computer science, theoretical physics. A recently unified natural sciences library was opened in 2013, aiming to bring together in a central place on rue d'Ulm the libraries of physics, chemistry, biology and geoscience. The school also features two specialised centres for documentation, the Bibliothèque des Archives Husserl, and the Centre d'Archives de Philosophie, d'Histoire et d'Edition des Sciences.", "Two other écoles normales supérieures were established in the 20th century: the École Normale Supérieure de Lyon (sciences and humanities); and the École normale supérieure Paris-Saclay (pure and applied sciences, sociology, economics and management, English language). More recently, the fourth école normale supérieure was created in January 2014 under the name of École Normale Supérieure de Rennes (pure and applied sciences, economics and management, law school, sport) in Brittany. All four together form the informal ENS-group.\nThe École normale supérieure is also an institution of PSL Research University, a union of several higher education institutions, all located in Paris, which aims at achieving cooperation and developing synergies between its member institutions to promote French research abroad. In addition to this, the École normale supérieure cooperates in Atomium Culture, the first permanent platform for European excellence that brings together some of Europe's leading universities, newspapers and businesses. The school is a member of the Conference of University Presidents and of the Conference of Grandes Écoles.", "Its educational project being based on research, ENS seeks to train its students to become researchers. The main objective of the education given is getting a doctorate, and more than 85% of normaliens achieve this. The students are free to choose their own course of study but must at least attain a master's degree in research. Since, traditionally, the institution does not have the powers to grand university degrees, students have to follow courses in other universities in Paris. To this end, ENS cultivates a large number of partnerships and conventions with other higher education institutions to create master's degrees which are co-presided by two institutions. ENS works closely with the École des Hautes Etudes en Sciences Sociales (EHESS), the Paris-Sorbonne University, the Panthéon-Sorbonne University, HEC Paris and ESSEC Business School in particular to deliver joint diplomas to a certain number of students who have followed courses shared between the two institutions. It is also the main partner in the Paris School of Economics project which it has launched along with the EHESS, the École Nationale de la Statistique et de l'Administration Économique (ENSAE) and the École des Ponts. This project seeks to create a unified Master's-level economics school in Paris.", "The Scuola Normale Superiore in Pisa was founded in 1810 as a branch of the École normale supérieure by Napoleon and later gained independence. ENS and its Italian twin have retained very close links since this time and since 1988 a special partnership has 80 normaliens going to Pisa every year while half the class of the SNS spend a year at the Paris school. During its history and due to the far reach of the French Empire during the colonial era, many schools have been created around the world based on the ENS model, from Haiti (in Port-au-Prince) to Vietnam (in Hanoi) to the Maghreb (in Tunis, Casablanca, Oran, and Rabat to name but a few) and Subsaharan Africa (in Nouakchott, Libreville, Yaoundé, Dakar, Niamey, Bangui for example). ENS maintains good relations and close links with these institutions. In 2005, ENS opened a branch at the East China Normal University (ECNU) in Shanghai, whose French name was changed to École normale supérieure de l'Est de la Chine to reflect the agreement, and a joint doctoral program between the two institutions was launched.\nENS welcomes international researchers for one-year stays through the mediation of the Paris Institute of Advanced Research and the Villa Louis-Pasteur. The Blaise Pascal, Marie Curie, Condorcet and Lagrange research places (chaires) also allow researchers from abroad to stay for more than a year at ENS laboratories. ENS also is a member of the Franco-Chinese laboratory Saladyn since 2013. It has been hosting an antenna of New York University's Erich Maria Remarque Institute since 2007.\nFurthermore, ENS has partnerships for research at Master's and Doctorate levels, sending its students to universities around the world to complete their tuition. It also shares thesis habilitation with universities abroad, meaning that somes theses can be written with support from both the ENS and one of its partner institutions. It is also customary for students in the literary and linguistic subjects to go to teach for one year in universities abroad with the position of junior fellows. These exchange and cooperation programs link ENS with universities such as the University of Beijing in China, Freie Universität Berlin in Germany, the universities of Cambridge, Edinburgh and Oxford in the United Kingdom, Trinity College in Dublin, McGill University in Montréal, and the universities at Berkeley, Columbia, Cornell, Harvard, Princeton, Stanford, and Yale in the United States.", "", "Since 2001, the École normale supérieure's internet portal, called Diffusion des savoirs (\"Spreading knowledge\") has offered access to more than 2000 recordings of conferences and seminars that have taken place at the school, in all sciences natural and social. The school also has launched its own short conference platform, Les Ernest, which shows renowned specialists speaking for fifteen minutes on a given subject in a wide scope of disciplines.\nIn 1975 the school founded its university press, first called Presses de l'ENS then renamed in 1997 to Editions Rue d'Ulm. This press, which operates on a small scale, publishes specialist academic books mainly in the spheres of literature and the social sciences. Some 300 works are available on line on in the press's bookshop, and about 25 new titles are published every year.", "In 1986, an ENS foundation was created and recognised as a fondation d'utilité publique by law. It contributes to the development of the school, most notably by encouraging and facilitating the reception of foreign students and researchers. The Foundation, presided by Alain-Gérard Slama, manages some investments into financed positions for foreign researchers in ENS-associated laboratories. It has for example financed the Louis Pasteur villa, situated close by ENS, which welcomes foreign researchers for extended stays. It has also contributed to financing several positions for scientists in ENS laboratories, for instance in research on telecom network security with France Télécom and on \"artificial vision\" with the Airbus foundation.", "In France, ENS has been regarded since the late 19th century as one of foremost grandes écoles. However, the ENS system is different from that of most higher education systems outside France, thus making it difficult to compare with foreign institutions; in particular, it is much smaller than a typical English collegiate university. It is ranked as the second \"small university\" worldwide behind California Institute of Technology by the 2016 Times Higher Education Smaller Universities Ranking (a ranking of institutions of fewer than 5000 students). It is generally regarded as the premier French institute for higher education and research, and it is currently ranked first among French universities by the ARWU and Times.", "Throughout its history, a sizeable number of ENS alumni, some of them known as normaliens, have become notable in many varied fields, both academic and otherwise, ranging from Louis Pasteur, the chemist and microbiologist famed for inventing pasteurisation, to philologist Georges Dumézil, novelist Julien Gracq and socialist Prime Minister Léon Blum.", "Évariste Galois, the founder of Galois theory and group theory, was an early student at ENS, then still called École préparatoire, in the 1820s, at the same time as fellow mathematician Augustin Cournot. Though mathematics continued to be taught at the school throughout the 19th century, its real dominance of the mathematic sphere would not emerge till after the First World War, with a young generation of mathematicians led by André Weil, known for his foundational work in number theory and algebraic geometry (also the brother of fellow student, philosopher Simone Weil). This rejuvenation continued into the 1930s, as exemplified by the 1935 launch of the influential Nicolas Bourbaki project, whose work permeated the field of mathematics throughout the 20th century. In 1940 former student Henri Cartan was appointed professor at the school like his father Élie Cartan, carrying the school's importance in the field still further with his work in algebraic topology. His teaching, which continued till 1965, was vastly influential in shaping his students, who included Yvonne Bruhat, Gustave Choquet, Jacques Dixmier, Roger Godement, René Thom and Jean-Pierre Serre.\nSince the 1936 establishment of the Fields Medal, often called the \"Nobel Prize for mathematics\", ten normaliens have been recipients, contributing to ENS's reputation as one of the world's foremost training grounds for mathematicians: Laurent Schwartz, Jean-Pierre Serre (also a recipient of the inaugural Abel Prize in 2003), René Thom, Alain Connes, Jean-Christophe Yoccoz, Pierre-Louis Lions, Laurent Lafforgue, Wendelin Werner, Cédric Villani and Ngô Bảo Châu. All French holders of the prize were educated at ENS. Alexander Grothendieck, also a Fields medallist, though he was not a normalien, received a substantial part of his training at the school. These eleven former students have made ENS the institution with the most Fields medallist alumni of any institution worldwide. Former student Yves Meyer was also awarded the Abel prize.\nIn addition, eight normaliens have gone on to receive the Nobel Prize in Physics: Claude Cohen-Tannoudji, Pierre-Gilles de Gennes, Albert Fert, Alfred Kastler, Gabriel Lippmann, Louis Néel, Jean Baptiste Perrin and Serge Haroche, while other ENS physicists include such major figures as Paul Langevin, famous for developing Langevin dynamics and the Langevin equation. Alumnus Paul Sabatier won the Nobel Prize in Chemistry.", "Its position as a leading institution in the training of the critical spirit has made ENS into France's premier training ground for future philosophers and producers of what has been called by some \"French theory\". Its position as a philosophical birthplace can be traced back to its very beginnings, with Victor Cousin a student in the early 19th century. Two ENS philosophers won the Nobel Prize in Literature for their writings, Henri Bergson and Jean-Paul Sartre. Raymond Aron, the founder of French anti-communist thought in the 1960s and Sartre's great adversary, was a student from the same year as Sartre, and they were both near contemporaries of phenomenologist Maurice Merleau-Ponty, musicologist Vladimir Jankélévitch and historian of philosophy Maurice de Gandillac. In Sèvres, in the ENS for young women, philosopher and mystic Simone Weil was accomplishing her years of study at the same time. Jean Hyppolite, the founder of Hegelian studies in France, also studied at the school at this time and later influenced many of its students. Epistemologists Georges Canguilhem and Jean Cavaillès, the latter also known as a Résistance hero, were educated at ENS as well.\nLater, Marxist political thinker Louis Althusser was a student at ENS and taught there for many years, and many of his disciples later became known for their own thought: among them were Étienne Balibar, philosopher Alain Badiou, who still teaches at the school as an emeritus professor, and Jacques Rancière. Still later, in the 1940s and 1950s, the world-renowned thinker Michel Foucault, founder of the history of systems of thought and future professor at the Collège de France was a student a few years ahead of the founder of deconstruction, Jacques Derrida and the thinker of individuation Gilbert Simondon. The tradition continues today through such philosophers as Jacques Bouveresse, Jean-Luc Marion, Claudine Tiercelin, Francis Wolff and Quentin Meillassoux, and the school has also produced prominent public intellectuals like Stéphane Hessel and such New Philosophers as Bernard-Henri Lévy and Benny Lévy.\nContributing to ENS's role as the centre of the structuralist school of thought, alongside Althusser and Foucault, major psychoanalyst and psychiatrist Jacques Lacan taught there in the 1960s, notably giving his course, The Four Fundamental Concepts of Psychoanalysis, in 1964. This period of his teaching is significant as it is the one in which it acquired \"a much larger audience\" than before and represented a \"change of front\" from his previous work. During this time the school became a focal point of the École freudienne de Paris, and many of Lacan's disciples were educated there, including psychoanalysts Jacques-Alain Miller and Jean-Claude Milner, the first president of the World Association of Psychoanalysis.", "One of the school's foremost specialities has always been the teaching of history, and as such it has produced a large number of renowned historians who have been important in the development of their subject, starting with Numa Denis Fustel de Coulanges, Ernest Lavisse and Jérôme Carcopino, all students of the school in the second half of the nineteenth century who later would come back to direct it. Around the turn of the century two men who would become the founders of the Annales School, Marc Bloch and Lucien Febvre, studied at the school. Jacqueline de Romilly and Pierre Grimal, respectively historians of Ancient Greece and Ancient Rome, were both students at the school starting in 1933. Sinologist Marcel Granet, medievalist Jacques Le Goff, Egyptologist Gaston Maspero, archeologist Paul Veyne, Ancien Régime specialist Emmanuel Le Roy Ladurie and Pre-Columbian civilisation anthropologist Jacques Soustelle were all students at the school, as well as Georges Dumézil, who revolutionised comparative philology and mythography with his analyses of sovereignty in Proto-Indo-European religion and formulated the trifunctional hypothesis of social class in ancient societies.\nThe school has a long-standing reputation as a training ground for men and women of letters, and its alumni include novelist and dramatist Jean Giraudoux, many of whose plays among which The Trojan War Will Not Take Place and Amphitryon 38 have become staple elements of the French theatrical repertory; and acclaimed novelist Julien Gracq, whose 1951 novel The Opposing Shore is now considered a classic. Poet Paul Celan and Nobel Prize in Literature winner Samuel Beckett were both teachers at the school. Jules Romains, the founder of Unanimism, essayists Paul Nizan and Robert Brasillach, novelist Nobel Prize in Literature winner Romain Rolland and poet Charles Péguy are a few other examples of major authors who were educated there. The school has also long been a centre for literary criticism and theory, from one-time director Gustave Lanson to major twentieth-century figures of the field such as Paul Bénichou, Jean-Pierre Richard and Gérard Genette. The founder of the influential Négritude movement, Martinican poet Aimé Césaire, prepared and passed the entrance exam from the Lycée Louis-le-Grand where he was friends with future President of Senegal and fellow Négritude author Léopold Sédar Senghor, who failed the entrance exam. Around this same period Algerian novelist, essayist and filmmaker Assia Djebar, who would become one of the most prominent voices of Arab feminism, was a student at the school, as well as Belgian writer Éric-Emmanuel Schmitt.", "There is a tradition of social sciences at the school, and Émile Durkheim, regarded as one of the founders of the discipline of sociology, was a student at the school in 1879, around the same time as Théodule Ribot, a psychologist well known for developing Ribot's Law. Pierre Bourdieu, who studied dynamics of power in society and its transmission over generations and became a vocal critic of the French system of grandes écoles and notably ENS as the standard-bearer of that system, studied at ENS in the early 1950s, at the same time as his later intellectual adversary, individualist Raymond Boudon, both of them having taken and passed the agrégation in philosophy at the end of their studies at the school. Other major ENS sociologists and anthropologists include Maurice Halbwachs, Alain Touraine and Philippe Descola. The school also has a tradition of geography, with the founder of modern French geography and of the French School of Geopolitics Paul Vidal de La Blache having been a student at the school starting in 1863.\nAs for economics, its history at the school is less long, as it was not among the subjects first taught at the school. However, Gérard Debreu won the 1983 Bank of Sweden Prize in Economic Sciences in Memory of Alfred Nobel, and there is a growing output of economists from ENS, as evidenced by the young generation of French economists represented by Emmanuel Saez, winner of the 2009 John Bates Clark Medal, Esther Duflo, who won the same medal in 2010 and the Nobel prize in 2019, and Thomas Piketty, author of the 2013 bestseller Capital in the Twenty-First Century. Since its creation in 2000, ten of the twenty recipients of the Prize of the best young French economist have been ENS alumni, including Antoine Bozio (who now teaches at EHESS), Camille Landais (LSE), Emmanuel Farhi (Harvard), Pascaline Dupas (Stanford) and Xavier Gabaix (Harvard).", "ENS has never had a public policy division, but some of its students have become leading statesmen and politicians. Third Republic Prime Ministers Jules Simon, Léon Blum, Édouard Herriot and Paul Painlevé as well as socialist leader Jean Jaurès were early examples of this trend. At this time, quite a few ENS former students and intellectuals were drawn to socialism, such as Pierre Brossolette who became a Résistance hero and a major national leader during World War II. The institution has continued to be seen as a left-wing school since then. Later, as ENS came increasingly to be seen by some as an antechamber to the École nationale d'administration, more young students drawn to politics and public policy began to be attracted to it, such as future President of the Republic Georges Pompidou, Prime Ministers Alain Juppé and Laurent Fabius, and ministers such as Bruno Le Maire and Michel Sapin, respectively the current and former Ministers of Finance of France.", "Grande école\nÉcole normale supérieure (for the generic term)\nÉcole normale supérieure de Lyon\nÉcole normale supérieure Paris-Saclay\nScuola Normale Superiore di Pisa\nJeune République\nList of École Normale Supérieure people\nAlumni of the École Normale Supérieure\nÉcole Normale Supérieure faculty\nÉcole nationale d'administration\nÉcole nationale supérieure des mines de Paris\nParis Sciences et Lettres – Quartier latin\nAtomium Culture\nParis School of Economics\nCentrale Graduate School\n(in French) Écoles de l'an III scientifiques", "", "\"Archived copy\". Archived from the original on 29 November 2014. Retrieved 20 November 2014.\n\"Grandes dates | ENS\". ens.psl.eu.\n\"Faits et chiffres – École normale supérieure – Paris\". Ens.fr. Retrieved 15 May 2014.\n\"Decree of 11 June 2009\". French Ministry of Higher Education. Retrieved 20 November 2014.\n\"Marc Mézard nommé directeur de l'ENS-Ulm\". letudiant.fr.\nRobert J. Smith (1983). \"The Ecole Normale Supérieure and the Third Republic\". Histoire de l'Éducation. Albany, State University of New York Press. 18 (1): 123–127.\n\"ENS Cachan Bretagne – Les écoles de l'an III\". Bretagne.ens-cachan.fr. Retrieved 15 May 2014.\n\"Conference on structure of ENS, Pierre Petitmengin, 17 October 2003\". ENS Savoirs. Retrieved 4 December 2014.\n\"Law granting ENS students the status of civil servants\". Légifrance (French government legal database). Retrieved 22 November 2014.\n\"ENS page presenting the status (in French)\". ens.fr. Retrieved 22 November 2014.\nClynes, Tom (7 October 2016). \"Hsu & Wai survey of universities worldwide ranked by ratio of Nobel laureates to alumni\". Nature. 538 (7624): 152. doi:10.1038/nature.2016.20757. PMID 27734890. S2CID 4466329.\n\"ENS – distinctions page\". ens.fr. Retrieved 20 November 2014.\n\"Top universities – University profiles\". Top Universities. Retrieved 19 November 2014.\n\"Le Soir article about Jacques Derrida\". lesoir.be. Retrieved 22 November 2014.\n\"The Times article about most cited scholars (2007)\". Times Higher Education. 26 March 2009. Retrieved 8 December 2015.\nBadiou and Deleuze Read Literature, Jean-Jacques Lecercle. Oxford University Press. 2010. ISBN 9780748655229. Retrieved 22 November 2014.\n\"Scuola Normale Superiore – history\". sns.it. Retrieved 20 November 2014.\nLaw of 10 May 1806 relative to the creation of the Imperial University, article 118.\n\"Historical article on ENS by Pollens\". lemonde.fr. 24 March 2005. Retrieved 12 October 2016.\nSerge Benoît, \"La rue d'Ulm\", in Christian Hottin (ed.), Universités et grandes écoles à Paris : les palais de la science, Paris, Action artistique de la ville de Paris, 1999), p. 177.\nDecree of 10 November 1903 (Pascale Hummel, Pour une histoire de l’École normale supérieure: Source d’archives 1794-1993, Éditions Rue d'ULM via OpenEdition, 2013).\nAdolphus Ballard, James Tait. (2010.) The Ecole Normale Supérieure and the Third Republic, Suny Press, p. 73.\nBrasseur, Roland (April 2011). \"Quelques scientifiques ayant enseigné en classe préparatoire aux grandes écoles\". Bulletin de l'Union des Professeurs de Spéciales. Paris (234).\nDecree of 3 February 1953 (Pascale Hummel, Pour une histoire de l’École normale supérieure: Source d’archives 1794-1993, Éditions Rue d'ULM via OpenEdition, 2013).\nThe decree of 26 August 1987 states that the Minister for Higher Education and Research has authority over ENS in the same way rectors have authority over universities, thus ensuring ENS's independence from the mainstream university system.\n\"Enclyclopedia of Bourges biography of Simone Weil\". encyclopedie-bourges.com. Retrieved 12 October 2016.\nDecree of 24 July 1985 relative to the creation of public establishments of a scientific nature (EPCSCP).\n\"Article on the fusion of ENS Lyon and ENS-LSH referencing the former merger of Ulm and Sèvres\". Le Monde.fr. lemonde.fr. 23 December 2009. Retrieved 12 October 2016.\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\n\"FAQ about International selection\". PSL. École normale supérieure. Retrieved 5 February 2022.\n\"FT European Business Schools Ranking 2021: France dominates\". Financial Times. 5 December 2021. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\nJean Leclant, \"L'École normale supérieure et l'Académie des Inscriptions et Belles-Lettres : passé, présent et futur\", Comptes-rendus des séances de l'Académie des inscriptions et belles-lettres, 1999, 138, no. 4.\nSerge Benoît, \"La rue d'Ulm\", p. 179.\n\"ENS Doctoral School\".\n\"ENS PhD programs\".\nDMA – Department of Mathematics\nFIP – Department of Physics\nDI – Department of Computer Science\nDepartment of Chemistry\nDepartment of Biology\nTAO – Department of Geoscience\nDEC – Department of Cognitive Science\nDepartment of Philosophy\nLILA – Department of Literature and Language\nDepartment of History\nCEA – Department of Classics\nJourdan – Department of Social Science\nDepartment of Economics\nParis School of Economics\nDepartment of Geography\nPasserelle des arts – Department for the History and Theory of Art\nECLA - ENS Language Laboratory\nThe ENS diploma\n\"Article from the Nouvel obs\". bibliobs.nouvelobs.fr. Retrieved 22 November 2014.\nHalley integrated catalogue of the Rubens libraries\nBase Mérimée: PA00132985, Ministère français de la Culture. (in French)\nY. Desrichard, Administration et bibliothèques, 2006, p. 174-176\nENS sciences expérimentales\nENSSIB – French record of new libraries\nParis Sciences et Lettres – history\nAtomium culture – member universities\nPSE – master's page\n\"People's Daily Online - Article on ENS - East China Normal University partnership\". peopledaily.com.cn. 22 June 2005. Retrieved 12 October 2016.\n\"The International CNRS Laboratory \" SALADYN \"\" (PDF). ambafrance-cn.org. Retrieved 21 November 2014. \nRemarque at ENS\n\"ENS – list of partnerships\" (PDF). .ens.fr. Retrieved 20 November 2014.\nOnline \"Savoirs\" platform\nOnline \"Les Ernest\" platform\n\"Home\". presses.ens.fr.\nFondation ENS – accueil\n\"Times Higher Education Ranking of Small Universities\". THE Times. 25 January 2016. Retrieved 15 October 2016.\n\"Times Ranking of French Universities\". THE Times. 18 May 2016. Retrieved 15 October 2016.\nBelhoste, Bruno (1996). \"Article on the Bicentenary book directed by Jean-François Sirinelli\". Histoire de l'éducation. 69 (1): 81–86. doi:10.3406/hedu.1996.2809. Retrieved 12 October 2016.\nLacan, Jacques. \"Report on the 1964 Seminar\". Hurly-Burly 5, p. 17.", "Ballard, Adolphus & Tait, James, The Ecole Normale Supérieure and the Third Republic, SUNY Press, 2010\nBrasillach, Robert, Notre avant-guerre, Plon, 1941.\nCollective, Le Livre du centenaire, Hachette, 1895.\nCollective, Notre Ecole normale, Belles lettres, 1994.\nCollective, Les Normaliens peints par eux-mêmes, Chamerot et Renouard, 1895.\nDimoff, Paul, La Rue d’Ulm à la Belle époque (1899–1903), G. Thomas, 1970.\nDufay, François & Dufort, Pierre-Bertrand, Les Normaliens. De Charles Péguy à Bernard-Henri Lévy, un siècle d'histoire, J.-C. Lattès, 1993.\nFerrand, Michèle, Imbert, Françoise & Marry, Catherine, L'Excellence scolaire : une affaire de famille. Le cas des normaliennes et normaliens scientifiques, L'Harmattan, 1999.\nFlacelière, Robert, Normale en péril, Presses universitaires de France, 1971.\nHerriot, Edouard, Normale, Société nouvelle d’édition, 1932.\nHummel, Pascale, Humanités normaliennes. L'enseignement classique et l'érudition philologique dans l'École normale supérieure au XIXe siècle, Les Belles Lettres, No. 298, 1995.\nHummel, Pascale, Regards sur les études classiques au XIXe siècle. Catalogue du fonds Morante, Paris, Presses de l’École normale supérieure, 1990.\nHummel, Pascale, Pour une histoire de l’École normale supérieure : sources d’archives (1794–1993), National Archives, Presses de l’École normale supérieure, 1995.\nIsraël, Stéphane, Les Études et la guerre. Les normaliens dans la tourmente, Éditions Rue d'Ulm, 2005.\nJudson Ladd, Adoniram, École normale supérieure: An Historical Sketch, Herald Publications Company, Grand Forks, N.D., 1907. online text\nLanson, Gustave, \" L'École normale supérieure \", La Revue des deux Mondes, 1926. online text\nMasson, Nicole, L'École normale supérieure : Les chemins de la liberté, collection « Découvertes Gallimard » (nº 221), série Mémoire des lieux. Gallimard, 1994.\nMéchoulan, Eric & Mourier, Pierre-FrançoisÉric Méchoulan, Normales Sup' : des élites pour quoi faire ?, L'Aube, 1994.\nNusimovici, Michel, Les écoles de l'an III, 2010.\nPeyrefitte, Alain, Rue d'Ulm. Chroniques de la vie normalienne, Fayard, 1994.\nRolland, Romain, Le Cloître de la rue d'Ulm, Albin Michel, 1952.\nRosset, Clément, En ce temps-là, Minuit, 1992.\nSirinelli, Jean-François, Génération intellectuelle. Khâgneux et normaliens dans l'entre-deux-guerres, Fayard, 1988.\nSirinelli, Jean-François (ed.), École normale supérieure : le livre du bicentenaire, Presses universitaires de France, 1994.", "ENS Official website" ]

[ "École normale supérieure (Paris)", "History", "Founding", "Second founding", "Twentieth century", "Organisation", "Sites", "Recruitment", "Divisions", "Libraries", "Affiliations", "Domestic partnerships", "International partnerships", "Academics", "Publishing", "Foundation", "Rankings and reputation", "Notable alumni", "Mathematics and physics", "Philosophy", "History and literature", "Social sciences and economics", "Government and politics", "See also", "References", "Notes", "Bibliography", "External links" ]

[ 3294, 3295, 3296, 3297, 3298, 3299, 3300, 3301 ]

[ 15885, 15886, 15887, 15888, 15889, 15890, 15891, 15892, 15893, 15894, 15895, 15896, 15897, 15898, 15899, 15900, 15901, 15902, 15903, 15904, 15905, 15906, 15907, 15908, 15909, 15910, 15911, 15912, 15913, 15914, 15915, 15916, 15917, 15918, 15919, 15920, 15921, 15922, 15923, 15924, 15925, 15926, 15927, 15928, 15929, 15930, 15931, 15932, 15933, 15934, 15935, 15936, 15937, 15938, 15939, 15940, 15941, 15942, 15943, 15944, 15945, 15946, 15947, 15948, 15949, 15950, 15951, 15952, 15953, 15954, 15955, 15956, 15957, 15958, 15959, 15960, 15961, 15962, 15963, 15964, 15965, 15966, 15967, 15968, 15969, 15970, 15971, 15972, 15973, 15974, 15975, 15976, 15977, 15978, 15979, 15980, 15981, 15982 ]

[ "", "", "Former location of ENS Paris-Saclay in Cachan, d'Alembert building" ]

[ 0, 0, 1 ]

[ "https://upload.wikimedia.org/wikipedia/en/f/fb/ENS_Paris-Saclay_logo.png", "https://upload.wikimedia.org/wikipedia/commons/f/fc/%C3%89cole_normale_sup%C3%A9rieure_Paris-Saclay_5_-_Universit%C3%A9_Paris-Saclay.jpg", "https://upload.wikimedia.org/wikipedia/commons/d/db/ENS_Cachan_bat_dalembert.jpg" ]

[ "The École normale supérieure Paris-Saclay (also ENS Paris-Saclay or Normale Sup' Paris-Saclay), formerly ENS Cachan, is a grande école and a constituent member of Paris-Saclay University. It was established in 1892. It is located in Gif-sur-Yvette within the Essonne department near Paris, Île-de-France, France.\nENS Paris-Saclay is one of the most prestigious and selective French grandes écoles. Like all other grandes écoles, this elite higher education institution is not included in the mainstream framework of the French public universities. Along with the École normale supérieure (Paris), ENS Lyon and ENS Rennes, the school belongs to the informal network of French écoles normales supérieures, forming the top level of research and education in the French higher educational system.\nIn 2014, ENS Paris-Saclay became a founding member of the Paris-Saclay University, an initiative to integrate and combine resources from a number of different grandes écoles, public universities, and research institutions.\nThe school moved in 2019 to a new campus located in the commune of Gif-sur-Yvette on the Saclay plateau, France's \"Silicon Valley,\" where it will be near other members of the Paris-Saclay research-intensive and business cluster.", "École normale supérieure Paris-Saclay is a Grande École, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, Grandes Écoles are elite academic institutions that admit students through an extremely competitive process. Grandes Écoles typically they have much smaller class sizes and student bodies than public universities in France, and many of their programs are taught in English. While most Grandes Écoles are more expensive than French universities, École normale supérieure Paris-Saclay charges the same tuition fees: €243 annually for the Master’s degree in 2021/2022. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Degrees from École normale supérieure are accredited by the Conférence des Grandes Écoles and awarded by the Ministry of National Education (France) (French: Le Ministère de L'éducation Nationale). Alums go on to occupy elite positions within government, administration, and corporate firms in France.\nThe main mission of ENS Paris-Saclay is to train world-class academics, but it is also a starting point for public administrative or private executive careers. It recruits mostly from the very competitive \"classes préparatoires\" (see also Grande École). Students of the ENS Paris-Saclay who passed the entrance exam are civil servants and are known as \"normaliens\". Normaliens are paid a monthly salary (around €1300 ) by the French government, and are required to have an academic career or work for a French public administration for six years after their four-year curriculum at the ENS is completed. ENS Paris-Saclay also recruits other university students; the latter are not required to work for a French public administration but are not paid either.\nStudents follow the standard university curriculum (Licence, Master, and most of the time PhD). They are encouraged -though it is not mandatory- to take then the Agrégation competitive examination.\nThere are 17 departments : the scientific departments of Biology, Mathematics, Computer Science, Fundamental Physics, Chemistry; the engineering departments of Electronics, Mechanical Engineering, Civil Engineering; Economics and Management, Social Sciences, Languages, Design.\nENS Paris-Saclay cooperates with many foreign universities, for example in student exchange programs. One of them is MONABIPHOT developed in cooperation with Wrocław University of Technology in Poland, Complutense or Carlos III University of Madrid in Spain, MIT, Oxford, Humboldt.", "The admission to the ENS Paris-Saclay as normalien is made through a highly competitive entrance examination, and requires at least two years of preparation after high school in Classes Préparatoires (Scientific (BCPST, MPSI, PCSI...), Literary (B/L) and Business sections (Economics and Management)). The ENS Paris-Saclay recruits every year 360 normaliens and 800 degree seeking students.", "Though normaliens follow the standard university curriculum, they have the opportunity to pursue their studies in other grandes écoles such as Sciences Po, HEC, École Polytechnique and the ENSAE without having to take an entrance exam (or only a part of it). Normaliens can join the Grands Corps techniques d'Etat or prepare the ENA entrance exam.", "Philippe Aghion (French economist)\nAlain Aspect (French physicist)\nJulie Battilana (Professor of Business Administration at Harvard Business School)\nLaurent Batsch (French economist-President of Paris Dauphine University)\nElie Bursztein (French computer scientist)\nBernard Charlès (CEO of Dassault Systemes)\nMérouane Debbah (Director Huawei France R&D)\nErwan Dianteill (French cultural anthropologist)\nMichel Lallement (French sociologist)\nMarie-Noëlle Lienemann (French politician)\nÉloïc Peyrache (French economist)\nOlivier Rubel (Business school professor)\nMarc Yor (French mathematician)\nGabriel Zucman (French economist)", "École Normale Supérieure (Ulm)\nÉcole Normale supérieure de Lyon\nGrandes Écoles\nClasses préparatoires", "ENS Cachan Key figures\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\n\"DROITS DE SCOLARITÉ - FORMATION INITIALE NIVEAUX LICENCE ET MASTER ANNÉE UNIVERSITAIRE 2021-2022\" (PDF) (in French). École normale supérieure Paris-Saclay. Retrieved 5 February 2022.\n\"FT European Business Schools Ranking 2021: France dominates\". Financial Times. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\n\"Université Paris-Saclay\". www.universite-paris-saclay.fr. Retrieved 2015-11-15.", "ENS Paris-Saclay website" ]

[ "École normale supérieure Paris-Saclay", "Overview", "Admission", "Curriculum", "Notable alumni", "See also", "References", "External links" ]

[ 3302, 3303 ]

[ 15983, 15984, 15985, 15986, 15987, 15988, 15989, 15990, 15991, 15992, 15993, 15994 ]

[ "The site of the original École William Ponty in Gorée" ]

[ 0 ]

[ "http://upload.wikimedia.org/wikipedia/commons/1/19/Gor%C3%A9e_-_Ancienne_%C3%A9cole_normale_William_Ponty.JPG" ]

[ "École William Ponty was a government teachers' college in what is now Senegal. The school is now in Kolda, Senegal, where it is currently known as École de formation d’instituteurs William Ponty. It is associated with the French university IUFM at Livry-Gargan (France).", "Many of the school's graduates would one day lead the struggle for independence from France, including Félix Houphouët-Boigny and Bernard Binlin Dadié of Côte d'Ivoire, Modibo Keïta of Mali, Hamani Diori and Boubou Hama of Niger, Yacine Diallo of Guinea, Hubert Maga of Benin (Dahomey), Mamadou Dia of Senegal and Maurice Yaméogo and Daniel Ouezzin Coulibaly of Burkina Faso (Upper Volta). André Davesne, author of children's books like Mamadou et Bineta apprennent à lire et à écrire, and André Demaison are Ponty graduates, as are Justin Auriol and Marcel Séguier, authors of books to teach mathematics to elementary and middle school students. Other students included internationally known jurists Kéba Mbaye and Ousmane Goundiam and Guinean politician Diallo Telli, who was a founder of the Organisation of African Unity.", "Begun by Governor General Jean-Baptiste Chaudié of the French colonial government at Saint-Louis, Senegal on 24 November 1903, the school was moved to the Island of Gorée in 1913. In 1915 it was named in honour of the recently deceased William Merlaud-Ponty, Governor General of French West Africa. \nFrom 1913 to 1938 the school occupied a building on Gorée originally built before 1800 for the pirate slave traders Jean and Pierre Lafitte. After 1938 the school occupied a former military garrison in Sébikotane, about 40 kilometres from Dakar, and a village called Sébi-Ponty sprang up to house the school's indigenous African personnel. In 1965 the school moved to Thiès, 70 kilometres east of Dakar, and a portion of the Sebikotane building was turned into a prison. During the government of Senegalese Prime Minister Léopold Senghor, repairs to the building at Sébikotane were neglected, and its occupation by squatters was tolerated. In 1984 the school moved to Kolda.\nThe school has a two-year common core curriculum followed by students intending to become teachers or administrative clerks. Those who intend to study medicine, pharmacy or midwifery study a further year of introductory science at William Ponty School before transferring to the National School of Medicine and Pharmacy.", "Presentation de l'EFI William Ponty\nLes formateurs de l'IUFM de Livry-Gargan\nAbou Abel Thiam, '\"Retour à William-Ponty\" in Jeune Afrique, 7 Sept. 2003", "Peggy Roark Sabatier, Educating a colonial elite: the William Ponty school and its graduates, University of Chicago, 1977 (thesis)\n(in French) R. Dumargue, \"L'enseignement du français à l'école William-Ponty (AOF)\" in L'Information d'Outre-Mer, No. 1, Jan.-Feb. 1939, pp. 27–32\n(in French) Christophe Batsch, Un rouage du colonialisme: L’École normale d’instituteurs William Ponty, Paris, Université de Paris VII, 1973, 97 p. (master's thesis)\n(in French) Yamar Sarr Fall, L’École Normale William Ponty de 1912 à 1948, Université de Dakar, 1986, 115 p. (master's thesis)\nDenise Savineau, Reports No. 1-18 to the Governor General of French West Africa, 1937 (French with English translation and annotations by Claire Griffiths of the University of Hull)", "Video from the school at Seby Ponty, 2006" ]

[ "École normale supérieure William Ponty", "Notable alumni", "History", "Notes", "Bibliography", "External links" ]

[ 3304 ]

[ 15995, 15996, 15997, 15998, 15999, 16000, 16001, 16002 ]

[ "Jacques Monod Campus - Sciences", "René Descartes Campus - Humanities", "View from the meadows of the \"René Descartes\" Campus (Humanities)" ]

[ 6, 7, 11 ]

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[ "The École normale supérieure de Lyon (also known as ENS de Lyon, ENSL or Normale Sup' Lyon) is a French grande école located in the city of Lyon. It is one of the four prestigious écoles normales supérieures in France. The school is composed of two academic units— Arts and Sciences— with campuses in Lyon, near the confluence of the Rhône and Saône rivers.\nENSL's students usually enjoy a special civil servant status in the wake of highly competitive exams, providing they pursue careers in public service. Although it maintains extensive connections with the University of Lyon and external research institutions, including the CNRS, the school remains independent. According to 2016 Times Higher Education World University Rankings, ENSL was the 5th best \"small university\" in the world.", "", "L'École normale supérieure de Lyon is the descendant of two top educational institutions founded by Jules Ferry:\nL'École normale supérieure de Fontenay-aux-Roses, for girls, founded in 1880.\nL'École normale supérieure de Saint-Cloud, for boys, founded in 1882.\nRecruiting among the most brilliant French students, these two schools used to train the future professors of the French normal schools. Whereas these schools were largely regarded as meritocratic, their sisters - the eldest, l'École Normale Supérieure de la Rue d'Ulm, and her feminine counterpart, l'École normale supérieure de jeunes filles de Sèvres -, which trained academics, were de facto dedicated to the heirs of the Parisian elites.", "Following the decline of normal schools and a reform of national education, the decree of February 19, 1945 granted both institutions the title of Écoles normales préparatoires à l'enseignement secondaire. The Schools' purpose changed in the context of a secondary system democratisation. By 1956, the length of studies was increased to four years in order to institute a preparation for the agrégation - a prestigious teaching qualification. Increasingly opening up to research, they aligned their development strategies with those of the ENS Ulm and Sèvres.", "As part of France's process of decentralisation, the Schools' scientific departments moved in 1987 to Gerland, a former Lyon's industrial district, in the premises of the current Monod campus. The relocated institution was named ENS Lyon.\nHumanities students remained in the Paris region within the coeducational École normale supérieure de Fontenay-Saint-Cloud. In 2000, this school, informally renamed École normale supérieure lettres et sciences humaines, was transferred to the new Descartes Campus also located in Gerland.\nOn the first of January 2010, the two branches merged to become a single institution, retaining the name École normale supérieure de Lyon.", "ENS de Lyon is a Grande École, a French institution of higher education that is separate from, but parallel and connected to the main framework of the French public university system. Similar to the Ivy League in the United States, Oxbridge in the UK, and C9 League in China, Grandes Écoles are elite academic institutions that admit students through an extremely competitive process. Grandes Écoles typically they have much smaller class sizes and student bodies than public universities in France, and many of their programs are taught in English. While most Grandes Écoles are more expensive than French universities, ENS de Lyon charges the same tuition fees: €243 annually for the master's degree in 2021–2022; €184 for the Bachelor's. International internships, study abroad opportunities, and close ties with government and the corporate world are a hallmark of the Grandes Écoles. Degrees from École normale supérieure are accredited by the Conférence des Grandes Écoles and awarded by the Ministry of National Education (France) (French: Le Ministère de L'éducation Nationale). Alums go on to occupy elite positions within government, administration, and corporate firms in France.\nTeaching at the ENS de Lyon is organised through twelve main departments, spread over the two campuses:", "Biology\nChemistry\nComputer Science\nEarth Science\nMathematics\nPhysics", "Arts: Musicology, Cinema and Theater studies, Classics and modern French Literature\nEconomics\nEducation and digital humanities\nForeign Languages, Literatures and Civilizations: Arabic, Chinese, English, German, Italian, Spanish and Russian\nHuman Sciences: Philosophy, Cognitive science and Anthropology\nSocial Sciences: Sociology, History, Geography, Political science and International studies", "23 of ENSL's research groups have contractual ties to major research organizations, notably the CNRS and INSERM. ENSL is a member of several advanced research networks and competitive clusters, including Lyon BioPôle, and hosts an Institute for Advanced Study, the Collegium de Lyon.", "Institute of Functional Genomics of Lyon (IGFL)\nLaboratory of molecular and cell biology (LBMC)\nLaboratory of plant reproduction and development (RDP)\nLaboratory of human virology (VIRO)\nLaboratory of Earth Sciences (LST)\nJoliot-Curie interdisciplinary laboratory (LJC)\nLaboratory of Pure and Applied Mathematics (UMPA)\nLaboratory of chemistry\nComputer science laboratory (LIP)\nLaboratory of physics\nAstronomy research center (CRAL)\nCenter for high field Nuclear Magnetic Resonance (CRMN)", "C2SO - Communication, culture and society\nInstitute for the History of Classical Thought, from Humanism to the Enlightenment\nInstitute of East Asian Studies (IAO)\nInteractions, Corpuses, Learning and Representations\nInterdisciplinary approach to the logics of power in medieval Iberian societies\nLiterature, Ideologies and Représentations in the Eighteenth and Nineteenth Centuries\nRhône-Alpes Centre for Historical Research\nSocialisation Research Group\nTriangle: Action, Discourses, Economic and Political Thought\nHistory and Archaeology of the Medieval Christian and Islamic Worlds\nEconomic Theory and Analysis Group", "", "ENSL retains its close links to the classes préparatoires which prepare high-level students - previously selected on the basis of their academic record - for the competitive entrance examination that is taken after two years of pluridisciplinary undergraduate-level study.\nStudents who succeed in the entrance examinations, which attract some 6000 candidates for 228 positions, are known as normaliens-élèves; those who are from France or another European Union country are considered trainee public servants, and receive a salary for their studies during 4 years. A second entrance examination is also open to students who have not gone through the classes préparatoires system.\nIn return of their salary, they have to serve in public services for 10 years.", "Entry to ENSL is not restricted to normaliens-élèves. Students may also apply through a separate admissions process based on academic prowess. The normaliens-étudiants are not public servants, but their formation and diploma are the same as those of the normaliens-élèves.", "An auditeur de master is someone who has been admitted at the ENSL at the master level. By opposition to the normaliens-élèves and the normaliens-étudiants, they don't have the title of Normalien and are just eligible to a master's degree. They can't obtain the ENSL diploma.", "", "Students prepare the third year of Licence, the equivalent of a UK Bachelor's degree.\nThe ENS de Lyon offers numerous courses which are conceived as preparations for Masters.", "Students prepare in two years their Master's degree. 5 research Masters are proposed in Sciences, 36 in Humanities.", "During this year, students can prepare the agrégation teacher recruitment examination in 16 different subjects.\nStudents can also start their PhD, go studying for one year or more in a foreign country, or follow during one year courses in other subjects.", "Between the first and fourth year, normaliens can also spend up to 2 free years called années sans solde, during which they can study other disciplines or do a long internship, sometimes in foreign countries. Each année sans solde project needs the approval of the ENSL supervisors.", "The ENS de Lyon welcomes over 400 PhD students from all over the world. Normaliens can apply to specific doctoral contracts, as long as the thesis is undertaken within a French research institution.", "The 2016 QS World University Rankings ranked ENSL 177th university in the world.\nHowever, international rankings do not suit well the French academic system, where research organizations are often independent from universities. Moreover, the ENS are small institutions favouring education quality rather than research productivity. For instance, some French universities are better ranked than the ENS, even though the different écoles normales supérieures are considered to be among the highest French academic institutions due to their endowment, prestige and selectivity.", "\"ENS de Lyon, Budget initial 2017\" (PDF). www.ens-lyon.fr. 2018.\n\"Décret du 31 mai 2019 portant nomination du président de l'Ecole normale supérieure de Lyon - M. PINTON (Jean-François) | Legifrance\".\n\"ENS de Lyon, Rapport d'activité 2017\" (PDF). www.ens-lyon.fr. 2018.\n\"Law granting ENS students the status of civil servants\". Légifrance (French government legal database). Retrieved 22 November 2014.\nHigher Education World University Rankings 2016\n\"Décret n° 2009-1533 du 10 décembre 2009 portant création de l'Ecole normale supérieure de Lyon | Legifrance\".\n\"France's educational elite\". Daily Telegraph. 17 November 2003. Retrieved 5 February 2019.\nPierre Bourdieu (1998). The State Nobility: Elite Schools in the Field of Power. Stanford UP. pp. 133–35. ISBN 9780804733465.\nWhat are Grandes Ecoles Institutes in France?\n\"Fees and living expenses\". ENS de Lyon. Retrieved 5 February 2022.\n\"FT European Business Schools Ranking 2021: France dominates\". Financial Times. Retrieved 26 January 2022.\n\"Higher Education in France\". BSB. Retrieved 26 January 2022.\n\"Conférence des grandes écoles: commission Accréditation\". Conférence des grandes écoles. Retrieved 21 January 2022.\n\"Etablissements dispensant des formations supérieures initiales diplômantes conférant le grade de master\". Ministry of France, Higher Education. Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation. Retrieved 16 January 2022.\nMonique de Saint-Martin, « Les recherches sociologiques sur les grandes écoles : de la reproduction à la recherche de justice », Éducation et sociétés 1/2008 (No. 21), p. 95-103. lire en ligne sur Cairn.info\nValérie Albouy et Thomas Wanecq, Les inégalités sociales d’accès aux grandes écoles (2003), INSEE\n\"ENS de Lyon, Rapport d'activité 2017\" (PDF). www.ens-lyon.fr. 2018.\n\"École Polytechnique: the world's 2nd best small university\". École Polytechnique. 8 August 2018. Retrieved 30 January 2022.\n\"L'X, world's 2nd best small university\". École Polytechnique. 2 September 2019. Retrieved 30 January 2022.\n\"L'X, world's 2nd best small university\". École Polytechnique. 23 July 2020. Retrieved 30 January 2022.\n\"The world's best small universities\". Times Higher Education. 4 August 2021. Retrieved 2 February 2022.\n\"QS World University Rankings 2016\".\nUniversités françaises : \"Malheureusement, nos qualités ne sont pas reflétées dans le classement de Shanghai”, 2017\n\"Cour des comptes, Où vont les écoles normales supérieures ?, Rapport public annuel 2012\" (PDF). ccomptes.fr. 2012.", "Official website" ]

[ "École normale supérieure de Lyon", "History", "Training teachers for normal schools", "A shift towards secondary and higher education", "The relocation in Lyon", "Academics", "Monod Campus: Natural and Experimental Sciences Departments", "Descartes Campus: Arts, Humanities and Social Sciences Departments", "Research", "Sciences", "Humanities", "Students", "Normaliens-élèves", "Normaliens-étudiants", "Auditeurs de masters", "Studies", "First year", "Second and third years", "Fourth year", "Gap years", "Doctoral studies", "Rankings", "References", "External links" ]

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[ "School logotype", "Entrance of the school, in 2009" ]

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[ "https://upload.wikimedia.org/wikipedia/en/e/e8/%C3%89cole_normale_sup%C3%A9rieure_de_Rennes.png", "https://upload.wikimedia.org/wikipedia/commons/2/24/%C3%89cole_normale_sup%C3%A9rieure_de_Cachan%2C_Antenne_de_Bretagne.jpg" ]

[ "The École normale supérieure de Rennes, also called ENS Rennes is a French scientific grande école, belonging to the network of écoles normales supérieures established according to the model of the École normale supérieure in Paris. Like its sister universities, its mandate lies in training students with a view to careers in academia, engineering and government.\nEstablished by a decree of the 17 October 2013 of the Prime Minister, the ENS Rennes is placed under the direct authority of the Ministry of Higher Education and Research, and is a founder of the European University of Brittany. Before 2013, it was a branch of the École normale supérieure de Paris-Saclay, but the great geographical distance between Cachan and Rennes gradually led to its being granted a greater level of autonomy.\nThe school is divided into five departments, which have a yearly intake of eighty to 100 normaliens, i. e. students who are granted the status of paid civil servants. Like the other grandes écoles in the French higher education system, these students are selected through highly selective entrance examinations called concours, after at least two years of preparatory tuition in schools known as classes préparatoire aux grandes écoles. As well as these paid students; the school also admits attendees called magistériens, including international students. These two groups of students, despite their different status, receive similar tuition over a four-year period. The ENS Rennes records high levels of success in steering its students towards research-oriented careers; indeed, more than eighty percent of any year-group take and pass the agrégation, a French national competitive examination for entrance into careers in academia, and some seventy percent go on to undertake a PhD program.", "", "The ENS Rennes was founded in the early 90's as a second campus of the ENS Cachan. 1994 was the official establishing of the future ENS Rennes, under the name of Antenne de Bretagne de l'ENS Cachan. It had then only two departments of engineering, and hosted roughly 40 students. During the next two decades, it hosted more and more students from the ENS Cachan, while building relationships with local institutions such as the IRMAR, the INSA Rennes, and especially with the two universities of Rennes. The departments of management and of mathematics were created respectively in 1995 and 1996, and in 2002 were created the departments of sports sciences and of computer science. In 2013, it became an independent institution and changed its name to ENS Rennes.", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "Karine Beauchard", "The Annales Henri Lebesgue is a peer-reviewed open-access scientific journal covering mathematics that was established in 2018. The journal is owned by the École Normale Supérieure de Rennes (ENS Rennes), administratively managed with the help of the Centre Henri Lebesgue, and hosted by the Centre Mersenne from the Centre national de la recherche scientifique. It is open access and free of author charges, supported by public institutions. Amongst the objectives of the journal are the promotion of responsible practices in scientific publishing and the guarantee of public availability of mathematical works in the long term.", "\"Decree of 17 October 2013\". Légifrance. Retrieved 1 July 2015.\n\"ENS-rennes.fr\". 28 February 2021.\n\"Première parution des Annales Henri Lebesgue\" (in French). Institut de recherche mathématiques de Rennes.\n\"RNBM\" (in French).\n\"INSMI\".\n\"webcast in2p3\" (in French).\n\"movie about the journal\".\nX. Caruso; D. Cerveau; S. Gouëzel; X. Lachambre; N. Raymond; S. Vũ Ngoc (January 2018). \"Annales Henri Lebesgue\". Gazette des mathématiciens (in French). pp. 73–76.\nXavier Caruso; Dominique Cerveau; Sébastien Gouëzel; Xhensila Lachambre; Nicolas Raymond; San Vu Ngoc (March 2018). \"Annales Henri Lebesgue\". EMS Newsletter. 2018–3 (107): 6–8. doi:10.4171/NEWS/107/2.", "", "ENS Ulm\nENS Lyon\nENS Paris-Saclay\nClasse préparatoire aux grandes écoles", "official website of the École normale supérieure de Rennes" ]

[ "École normale supérieure de Rennes", "History", "Establishment of the ENS Rennes : from a branch to an independent school (1994-2013)", "Strengthening of the school after its independence (2013-current)", "Teaching", "Departments", "Law-Economics-Management", "Computer Science", "Mathematics", "Mechatronics", "Sport and Physical Education Sciences", "Formations", "Admission to ENS Rennes", "Research", "International relations", "Campus and student life", "School site", "Ker-Lann Campus", "Sports, cultural and community activities", "School organization", "Administration", "Current and former teachers", "Annales Henri Lebesgue", "Notes and references", "See also", "Close articles", "External links" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/b/b5/Entr%C3%A9e_campus_EPITA_Le_Kremlin-Bic%C3%AAtre.jpg" ]

[ "The École Pour l'Informatique et les Techniques Avancées (English: EPITA School of Engineering and Computer Science), more commonly known as EPITA, is a private French grande école specialized in the field of computer science and software engineering created in 1984 by Patrice Dumoucel. It is a private engineering school, member of IONIS Education Group since 1994, accredited by the Commission des titres d'ingénieur (CTI) to deliver the French Diplôme d'Ingénieur, and based at Le Kremlin-Bicêtre south of Paris.\nIn June 2013, EPITA becomes member of the Union of Independent Grandes Écoles, which includes 30 grandes écoles.\nThe school is part of IONIS Education Group.", "", "", "The first two years of studies are preparatory years. During these two years, students study mathematics, physics and electronics as well as algorithmics and computer science.", "", "The third year is the first year of engineering studies, where students learn the fundamentals in information technology and software engineering. This year is also famous for its first month, during which students will be asked to make several projects, which generally lead them to code more than 15 hours per day. Third year students are known to say that \"sleeping is cheating\" and usually remember this year as their most painstaking year at EPITA.", "During the fourth and fifth years students have to choose one of the nine majors:\nIMAGE, Traitement et synthèse d'image (\"Image processing and synthesis\")\nSRS, Systèmes, Réseaux et Sécurité (\"Systems, Networks and Security\")\nMTI, Multimédia et Technologies de l'Information (\"Multimedia and Information Technology\")\nSCIA, Sciences Cognitives et Informatique Avancée (\"Cognitive Science and Advanced Computer Science\")\nSANTÉ, Data science généraliste (General data science)\nGISTRE, Génie Informatique des Systèmes Temps Réel et Embarqués (\"Computer Engineering, Real-time Systems and Embedded System\")\nSIGL, Systèmes d’Information et Génie Logiciel (\"Information Systems and Software Engineering\")\nTCOM, Télécommunications (\"Telecommunication\")\nGITM, Global IT Management (Entirely taught in English)\nRECHERCHE, (Majeure double compétence orientée vers la recherche académique)", "The Department of International Programs is currently offering 5 programs:\nInternational Bachelor of Computer Science The program boosts a comprehensive curriculum, offering interdisciplinary courses in computer programming, algorithms and computer architecture. It is composed of 6 semesters over a period of 3 years, including internship and French classes. Graduates of this program will have the possibility of pursuing our Master programs.\nMaster of Science in Computer Science The program provides a perfect combination of the most important and powerful theoretical basis of computing, and their applications in the areas of current technology and professional fields. It includes courses common to all students as well as specific semesters depending on students's choice of specialization. The 4 specializations are as follows:\nInnovative Information Systems Management\nSoftware Engineering\nComputer Security\nData Science & Analytics\nMaster of Science in Artificial Intelligence Systems The program trains students to solve complex problems using AI techniques and tools through equipping them with a solid foundation of mathematics and programming skills. It also expands students’ interpersonal and commercial capacities so that they can adapt to the ever-evolving business environment.trains students to solve complex problems using AI techniques and tools through equipping them with a solid foundation of mathematics and programming skills. It also expands students’ interpersonal and commercial capacities so that they can adapt to the ever-evolving business environment.\nMaster of Science in Artificial Intelligence for Marketing Strategy A joint degree with EM Normandie Business School, the program equips students with AI skills so that they can apply the technology to enhancing an organization's marketing strategies and decision-making process. It is open to candidates holding a 4-year bachelor's degree (or higher) or a 3-year bachelor's degree with professional experience, regardless of their discipline.\nMaster of Computer Engineering Accredited by the Commission des titres d'ingénieur (CTI), the program prepares students to become computer engineers who can easily find a professional position anywhere in the world. Graduates of this program will be awarded the “diplôme d’ingénieur” and will possess both technical and soft skills. They will have a wide choice on the job market whether they choose a career in France or abroad.", "(in French)Trois nouvelles grandes écoles membres de la CGE\nEPITA\n(in French)Ecole Pour l’Informatique et les Techniques Avancées\n(in French)Mentions légales\n(in French)Ecole pour l'Informatique et les Techniques Avancées\n(in French)Pourquoi les écoles d’ingénieurs partent à la conquête des régions\n(in French)EPITA - KREMLIN-BICÊTRE", "(in English and French) Official website\n(in French) The Multimedia and Information Technology major\n(in French) The Information Systems and Software Engineering major\n(in French) The Systems, Network and Security major\n(in English) The Research and Development laboratory\n(in French) The Systems and Security laboratory\n(in French) The Innovation laboratory" ]

[ "École pour l'informatique et les techniques avancées", "Studies", "French Stream", "Preparatory class", "Engineering class", "The first year", "Majors", "International Stream", "References", "External links" ]

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[ "The École pratique des hautes études ([ekɔl pʁatik de ot.z‿etyd]), abbreviated EPHE, is a Grand Établissement in Paris, France. It is highly selective, and counted among France's most prestigious research and higher education institutions. It is a constituent college of the elite Université PSL (together with ENS Ulm, Paris Dauphine or Ecole des Mines). \nIts degrees in religious studies and in history count among the best in the world. Closely linked to École française d'Extrême-Orient and Institut français du Proche-Orient, EPHE has formed continuously world-class experts in Asian and Islamic studies and among them investment bankers, diplomat and military officers specialized in these areas.\nParticularly, leading researchers in military strategy have taught in EPHE for more than a century, such as, by example, Hervé Coutau-Bégarie.\nMoreover, famous researchers in natural sciences (especially neurosciences and chemistry) teach and taught in EPHE (among them Jean Baptiste Charcot and Marcellin Berthelot). Highly regarded for its top level in both natural and human sciences, EPHE has relations and exchange programs with world-renowned institutions such as Cambridge, Princeton, and Al-Azhar.", "The EPHE brings together 240 faculty members and about 3,000 students/attenders into three core departments called “Sections” : Earth and Life Sciences, Historical and Philological Sciences, and Religious Sciences. In all Sections, tutoring and immediate induction in research practice are at the core of teaching in the different degree programs. It is one of the only place in the world where so many ancient and rare oriental languages are taught.\nIt has headquarters in Paris, and is present in many locations in France. Teaching and research in human sciences are conducted in Paris, notably at the Sorbonne, the historical house of the former University of Paris and in the building of Maison des Sciences de l'Homme. In the Earth and Life Sciences Section, the work takes place at the EPHE's many laboratories (Paris and its region, Nancy, Dijon, Lyon, Grenoble, Montpellier, Perpignan, Toulouse, Bordeaux, Caen, Dinard, French Polynesia). EPHE is a leading place for neurosciences and A.I. related subjects.\nAfter selective entry requirements and the validation of highly specialized courses student can obtain the Master's and Doctorate degrees, and the postdoctoral Habilitation à Diriger des Recherches. The School also offers its specific postgraduate degrees – the “Diplôme EPHE” and the “Diplôme post-doctoral” – as well as joint degrees with other universities.\nThe EPHE maintains extensive cooperative exchanges with universities and research institutions. Priority areas of cooperation are in Europe, the Mediterranean, Middle-East and Asia.", "1990-1994 : Monique Adolphe\n1994-1998 : Bruno Neveu\n1998-2002 : Jean Baubérot\n2002-2006 : Marie-Françoise Courel\n2006-2011 : Jean-Claude Waquet\n2011-2013 : Denis Pelletier\nFrom 7 November 2013 : Hubert Bost\nThe École pratique des hautes études was established by imperial decree on 31 July 1868 at the initiative of Victor Duruy, then Minister of Education under Emperor Napoleon III. Its purpose was to introduce research in academia and, more importantly, to promote academic training through research. It was intended to promote a practical form of scholarship designed to produce knowledge and to be taught in seminars and laboratories, as was being practiced in Germany at the time. Faculty members were to be dedicated, available to students and others for collaboration, accessible, and advance a form of education dependent on a framework of a direct relationship between the master and his disciple.\nThe School originally had four Sections: first established were Mathematics, Physics, and Chemistry; Natural Sciences and Physiology; Philological and Historical Sciences. The Economics Section followed in 1869, but was not developed. The Religious Sciences Section was added in 1886.\nSection VI, called Economic and Social Sciences, was founded after the Second World War. This section included the study of anthropology, and the French made substantial contributions to these fields, particularly in the structuralism of Claude Lévi-Strauss and others. Their scholars were doing research in South America, Africa and Southeast Asia. There was also research in ethnopsychoanalysis and ethnopsychiatry, particularly by Georges Devereux, who joined the Section in 1963 and influenced more than a generation of scholars. In 1975 Section VI was separated to establish a new school, the École des hautes études en sciences sociales (EHESS).\nThe institution has been reorganized into three Sections: Earth and Life Sciences, Historical and Philological Sciences, Religious Sciences. Many renowned scholars have lectured at the EPHE or worked in its laboratories. We may cite the following:\nÉmile Benveniste (1928-1975), Fernand Braudel (1938-1953), Claude Bernard, André Berthelot (Vice-President), Marcellin Berthelot, Michel Bréal (1893-1913), Paul Broca, Jean-Baptiste Charcot, Henry Corbin (1938-1977), Georges Dumézil (1933-1967), Lucien Febvre (1943-1947), Étienne Gilson (1930-1941), Marcel Granet (1930-1939), Joseph Halévy (1887-1916), Bernard Halpern, Alexandre Kojève (1933-1939), Alexandre Koyré (1931-1961), Camille-Ernest Labrousse (1936-1952), Claude Lévi-Strauss (1950-1967), Sylvain Lévi, Alfred Loisy, Auguste Longnon (1887-1911), Gaston Maspero (1872-1915), Louis Massignon (1932-1957), Marcel Mauss (1930-1938), Gabriel Monod (1887-1911), Gaston Paris (1887-1904), Lucie Randoin, Jean Rouch (1959-1992), Émile Roux, Ferdinand de Saussure, Rolf Stein, William Henry Waddington, Henri Wallon...", "Since 2006, the EPHE has been setting up specialized centers which draw on the same scientific resources of the Sections, but whose primary purpose is to develop disciplinary expertise and vocational training, and to disseminate scholarly knowledge. \nThree institutes have been established to date : The European Institute of Religious Sciences (IESR), the Pacific Coral Reef Institute (IRCP) and the Transdisciplinary Institute for the Study of Aging (ITEV).\nMore recently the EPHE has undertaken, as one of nine project sponsors, to create a new research campus in the human and social sciences, the “Campus Condorcet”. Finally, the school has joined PSL, Paris Sciences et Lettres in December 2014.", "Courses at the EPHE are taught in accordance with the institution's founding educational principle: to train in research by means of adapted practice in lectures, seminars or lab sessions, in the following areas: Earth and Life Sciences; Historical and Philological Sciences; Religious Sciences.\nThis tradition, which has endured since the founding of the EPHE, is at the root of the EPHE's main vocation in preparing for research degrees today.", "Two institution-specific postgraduate degrees (in each of the three Sections): “Diplôme de l’EPHE”, “Diplôme post-doctoral de l’EPHE”;\nTwo master's degrees: The Master in Biology, Health, Environment (research degree, 3 specialties), The Master in Historical, Philological and Religious Sciences (Religious Sciences and Society, European, Mediterranean and Asian Sciences);\nThe Doctorate, in three subjects areas prepared at the same Doctoral School: Integrated Systems, Biodiversity and Environment (“SIEB”), History, Documents and Texts (“HTD”), Religions and Thought Systems (“RSP”).\nThe EPHE also confers the Habilitation à diriger des recherches (HDR) and offers joint university degrees (“DIU”) in collaboration with other institutions.", "The Earth and Life Sciences Section groups faculty and laboratories in Paris and throughout France. All laboratories have joint research units in place with other institutions (universities, CNRS, INSERM, INRIA, MNHN). One laboratory is in French Polynesia on the island of Moorea, where the EPHE has a research station. The School also has a station in coastal geomorphology in Dinard on the coast of Brittany. The Section's research is carried out within four networks: environment and cellular regulation; neurosciences; environment and Society; biodiversity dynamics.", "The Historical and Philological Sciences Section covers the study of languages, the explanation and commentary of documentary sources, written and book history, and the history of knowledge. Geographically, the emphasis is on the Mediterranean, Asia and Europe, where writing was earliest developed. It remains a field of choice for philological and, more generally, scholarly criticism of written and unwritten sources, aimed at resolving questions of language and history. The Section may also be regarded as one large laboratory devoted to the study of works, cultures and power systems in periods preceding contemporary times, and reaching back over a very long time span within a vast Eurasian area.\nIn 2010, the Section included 92 full professors and lecturers, and it welcomes every year a large number of foreign scholars as guest fellows.\nTopics covered by the Historical and Philological Sciences Section fall into eight broad categories: \nAncient Near and Middle East;\nClassical Antiquity;\nMuslim worlds;\nHistory and Philology of Medieval Period;\nModern and contemporary History of the West;\nIndia and the Far East;\nHistory of the Arts and Archeology;\nLinguistics.\nHistorical and Philological Sciences Publications : The Historical and Philological Sciences Section publishes two collections at Editions Honoré Champion: \nBibliothèque de l’École des hautes études, Historical and Philological Sciences;\nAdvanced studies in contemporary history).\nIt also publishes six other collections at the publisher Droz Publisher:\nAdvanced studies in numismatics;\nAdvanced oriental studies, divided in two series : Near and Middle East, Far East;\nAdvanced studies of the Greco-Roman world;\nAdvanced studies in comparative Islamic and oriental history;\nAdvanced studies of medieval and modern times;\nHistory and civilization of the book.", "Established in 1886, the Religious Sciences Section is reputed for its original scholarship in the subject of religions, which it examines in a secular and cross-cultural spirit. By emphasizing comparative and interdisciplinary study, it is the only academic body in France to cover this field so extensively, using a wide range of scientific approaches.\nThe Section's teaching in the area of research extends into the most diverse cultural and linguistic fields, from Antiquity to modern and contemporary times. Strongly committed to the philological tradition, it also naturally draws on disciplines or resources as diverse and complementary as history, archeology, iconology, law, philosophy, ethnology, anthropology and sociology, as well as the cinema and new technologies.\nThe Section included 54 full professors and 12 lecturers in 2010, and it welcomes every year a large number of foreign scholars as guest fellows.\nTopics covered may be grouped in nine broad categories: \nReligious ethnology (Africa, Americas, Europe, Australia/Oceania);\nReligions of Asia;\nPolytheistic Religions of the Ancient World;\nJudaism;\nChristianity and its margins;\nIslam;\nLaicities and Religions in the Contemporary World;\nThe Religious Sciences Section publishes two collections: \nThe \"Bibliothèque de l'École des hautes études\", Religious Sciences (BEHE, SR), published by Brepols, which includes two series: History and prosopography of the Religious Sciences Section and Sources and documents.\nThe Conferences of the EPHE, published by Le Cerf. Of interest to both specialists and the educated general public, this recently created collection notably includes transcripts of lectures given at the School by guest research fellows.", "The Doctoral School is also responsible for the attribution of scholarships, grants and financial aid. It implements the EPHE's doctoral studies program in accordance with the plan defined in the institution's quadriennal contract. It operates with other services of the EPHE such as the Education and International Relations divisions.\nThe Doctoral School is organized along three subject areas: \nIntegrated Systems, Environment and Biodiversity;\nReligions and Thought Systems;\nHistory, Texts and Documents.", "Category:École pratique des hautes études alumni\nCategory:École pratique des hautes études faculty", "\"MSH Paris Nord\". Maison des Sciences de l'Homme Paris Nord (in French). Retrieved 2021-02-08.\n\"Devereux, Georges\", in: Gérald Gaillard, The Routledge Dictionary of Anthropologists, Psychology Press, 2004, pp. 181 and 292, accessed 21 August 2014\nMore authors may be found on the digitized collection of the Annuaire publication (Historical and Philological Sciences Section and Religious Sciences Section) on Persee portal\n\"IESR official site\". Retrieved 18 June 2018.\n\"Accueil\". Retrieved 18 June 2018.\nMore topics may be found on the Annuaire of the Historical and Philological Sciences Section\n\"HONORE CHAMPION\". www.honorechampion.com. Retrieved 18 June 2018.\n\"Librairie Droz\". droz.org. Retrieved 18 June 2018.\nMore topics may be found on the Annuaire of the Religious Sciences Section\n\"Welcome to Brepols Publishers\". www.brepols.net. Retrieved 18 June 2018.\n\"Editions du Cerf - Librairie chrétienne en ligne\". www.editionsducerf.fr. Retrieved 18 June 2018.", "EPHE official site\nIESR official site\nAnnuaire of the École pratique des hautes études, Religious Sciences Section\nAnnuaire of the École pratique des hautes études, Historical and Philological Sciences Section\nAnnuaires of the École pratique des hautes études, Digital archive\nEHESS official site\nCNRS official site\nINSERM official site\nINRA official site\nMNHN official site" ]

[ "École pratique des hautes études", "Overview", "Présidents of EPHE", "Recent developments", "Training", "Studies programs", "Earth and Life Sciences", "Historical and Philological Sciences", "Religious Sciences", "Doctoral School", "See also", "References", "External links" ]

[ 3310, 3311 ]

[ 16039, 16040, 16041, 16042, 16043, 16044, 16045, 16046, 16047, 16048, 16049, 16050, 16051, 16052, 16053, 16054, 16055, 16056, 16057, 16058, 16059, 16060, 16061, 16062, 16063, 16064 ]

[ "The Hôtel du Département des Ardennes", "The Hôtel du Département des Ardennes" ]

[ 0, 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/3/36/Hotel_du_Departement_Charleville-M%C3%A9zi%C3%A8res.JPG", "https://upload.wikimedia.org/wikipedia/commons/7/7e/M%C3%A9zi%C3%A8res_-_Pr%C3%A9fecture_-_2.jpg" ]

[ "The École royale du génie de Mézières (Royal Engineering School of Mézières) was a military engineering school in what is now Charleville-Mézières, France. It was founded in 1748 on proposal of the comte d'Argenson, then Secretary of state for War, and Brigadier Nicolas de Chastillon, commander of the citadel at Charleville-Mézières, with the aim of modernizing the town's fortifications. It trained a total of 542 military engineers until its merging with the École d'Application de l'Artillerie de Metz during the Reign of Terror. Since 1800 its buildings have housed the Hôtel du Département des Ardennes, which manages the Ardennes department.", "It was housed in the palais des Tournelles, the residence for the governor of Mézières. Philip III of Burgundy built the first palais des Tournelles in 1409, which was rebuilt by Louis Gonzaga, Duke of Nevers in 1566. Henry III of France lodged at the palais in 1583 and after being largely destroyed by fire in 1697 it was again rebuilt in 1732.\nThe school moved in 1753 and was promoted to a royal school on 31 December 1776. The present building was built between 1780 and 1789. In October 1791 its students met La Fayette. It was transferred to Metz in 1793 before being suppressed the following year.", "History of the école du génie\nPhotos of the façade of the école du génie\nSociété des Amis de la Bibliothèque de l'École Polytechnique" ]

[ "École royale du génie de Mézières", "Building", "External links" ]

[ 3312, 3313 ]

[ 16065, 16066 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/9c/%C3%89cole_secondaire_%C3%89tienne-Br%C3%BBl%C3%A9.JPG" ]

[ "École secondaire Étienne-Brûlé ([ekɔl səɡɔ̃dɛʁ etjɛn bʁyle]) is a French-language public high school located in Toronto, Ontario, Canada, named for a famous explorer. Part of the Conseil scolaire Viamonde, the school serves the French population of the Greater Toronto Area (GTA).\nIt is featured in the NFB documentary Une école sans frontières (A School Without Borders) by Nadine Valcin.", "Throughout the mid 1960s, Étienne-Brûlé was part of the North York Board of Education. A four-year battle resulted in the opening of the school on September 2, 1969: following the adoption of Bill 141, a group of Francophones demanded that a French-language public high school be established in the Toronto area.\nTo this end, 15 portable classrooms were set up on the grounds behind the English-language secondary school York Mills Collegiate Institute. At the time, 310 students from Francophone families living not only in Toronto, but also in Oshawa, Georgetown, Burlington and Mississauga, formed the first student body at Étienne-Brûlé.\nIn 1973, the school officially inaugurated its first building, which is still located at 300 Banbury Road in North York. The majority of students were of Franco-Ontarian origin, while others came from Quebec and the Atlantic provinces, and a few from outside of Canada. Today, Étienne-Brûlé reflects the highly diverse population of modern-day Toronto; students come from a variety of cultural backgrounds.\nThe school was part of the Conseil des écoles françaises de la communauté urbaine de Toronto of the Metropolitan Toronto School Board. In 1998, it became the part of the newly formed Conseil scolaire de district du Centre-Sud-Ouest, which is now le Conseil scolaire Viamonde. Étienne-Brûlé is currently the only public secular French-language secondary school in the North York region, and the only Conseil Scolaire Viamonde school in Toronto offering the Advanced Placement program.", "Frank Baylis\nMarjolaine Boutin-Sweet\nPatrick Chan\nRose Cossar\nShady El Nahas\nChantal Hébert\nDan McTeague\nPaul Poirier", "List of high schools in Ontario", "\"École secondaire Étienne-Brûlé\".\n\"Une école sans frontières\".\nBeyond Words: Étienne-Brûlé: 40 years of French-language education in Toronto\n\"French-Language Schools\". www.ontario.ca. Retrieved 2022-04-02.\n\"Programmes d'excellence\". Conseil scolaire Viamonde (in French). Retrieved 2022-04-02.", "École secondaire Étienne-Brûlé" ]

[ "École secondaire Étienne-Brûlé", "History", "Notable alumni", "See also", "References", "External links" ]

[ 3314 ]

[ 16067, 16068, 16069, 16070, 16071 ]

[ "Royals goalie during 2014–15 season.", "Royals player during 2014–15 season." ]

[ 1, 6 ]

[ "https://upload.wikimedia.org/wikipedia/commons/2/29/Lajeunesse_Royals_green_goalie_2014.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e9/Lajeunesse_Royals_green_player_2014.jpg" ]

[ "E J Lajeunesse is a French-Catholic high school in Windsor, Ontario, Canada. It belongs to the Conseil scolaire catholique Providence and is named after Father Ernest Joseph Lajeunesse. Serving students from grades 7/8 through 12, the school's current principal is Micheline Limoges.", "After an agreement with the University of Windsor Faculty of Education, the school bought the faculty's facilities and converted into a high school in 1993. In 1998, with the creation of the French school board CSDECSO, it became one of two French secondary schools in Essex County, along with Ecole secondaire l'Essor.", "", "The school offers three Specialist High Skills Majors programs. The Hospitality and Tourism program is taught by M. Dénommé. This has led to the construction of a top-of-the-line food preparation classroom. The second SHSM program is in Construction. This program is taught by M. D. Labbé. The wood shop boasts advanced machinery. In September 2012 the SHSM will also be offered in Business studies. The SHSM program allows students to specialize in these areas and receive additional certifications.", "École secondaire EJ Lajeunesse's dramatic arts program is currently taught by M. Kevin Noecker and includes a yearly school production and a senior class play. The drama program participates in both the Sears Drama Festival and Théâtre Action. The school also has a competitive Improv team which competes regionally and in the province. The school has a large auditorium due to the building's previous use by the University of Windsor.", "The music program currently taught by Mme Jessica Defoe. The school offers Music classes at all levels. No musical background is needed to take AMU1O. The school also offers an after school program known as the \"Jazz Band\". Concerts take place at the end of each semester. The Music student's also perform for grade 1 students at Christmas.", "The school competes in a number of team sports including volleyball, basketball, hockey, wrestling, swimming, soccer and football. In March, 2009 the girls volleyball competed in OFSAA, and the girls basketball team has also won FRANCO in 2010 and in 2018. The school also has a hockey program that is offered to grades 7 to 12. March 6–8, 2017 LaJeunesse hosted OFSAA boys basketball for schools in the Windsor area, they took antique bronze. Audrey O’Connor was the first student to earn two OFSAA gold medals at the school when she earned first place at the OFSAA Track and Field Championships 2017 in the junior girls shot put and in senior girls shot put in June 2019.", "E.J. Lajeunesse has a student council program that helps serve and engage students in learning about democracy and leadership. The council also plans and hosts many activities during the year. The committee is built of about 15 members ranging from grades 7/8 to 12 and has weekly meetings. Elections are held at the end of every school year for the following year.", "Official School Website\nSchool Board Website\nDrama Program Website" ]

[ "École secondaire E.J. Lajeunesse", "History", "Programs", "Specialist High Skills Majors", "Dramatic Arts", "Music", "Sports", "Conseil des élèves", "External links" ]

[ 3315, 3316 ]

[ 16072, 16073, 16074, 16075, 16076, 16077, 16078 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/2/27/%C3%89cole_secondaire_P%C3%A8re-Ren%C3%A9-de-Galin%C3%A9e.JPG" ]

[ "École secondaire Père-René-de-Galinée, also known as PRDG, is a French Catholic secondary school located in Cambridge, Ontario, Canada. The school is part of the Conseil scolaire catholique MonAvenir The school was founded in 1996 after the creation of CSDCCS.", "PRDG is renowned in Waterloo Region for its high standard of French education as well as its International Baccalaureate program.\nOffering the Middle Years program, students are challenged to think outside the box in order to solve issues of the day.", "PRDG is a member of the eight team District 8 Athletic Association\nPRDG made their first CWOSSA and OFSAA appearance in the 2009-2010 school year for senior boys soccer. They made it to the quarter finals in Windsor at OFSAA.\nThe school also has a hockey, basketball team. They do not have a football team like most high schools do, but students are currently peacefully protesting like signing petitions and writing emails to the principal.", "Beyond academic achievement, PRDG has done quite a bit of charity work. Every student has the responsibility to contribute to society. Like many other organizations in the area, the school is well known for its volunteer and charity work. Every student is encouraged to recycle and to stop pollution.", "List of high schools in Ontario", "\"Home\". cscmonavenir.ca." ]

[ "École secondaire Père-René-de-Galinée", "Academics", "Sports", "Charity work", "See also", "References" ]

[ 3317 ]

[ 16079, 16080, 16081 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c2/West_Toronto_Collegiate.jpg" ]

[ "École secondaire Toronto Ouest is a public French-language high school in Toronto, Ontario, Canada.\nThe school is operated by the Conseil scolaire Viamonde. It occupies part of the former West Toronto Collegiate building, which it shares with École secondaire catholique Saint-Frère-André, a French-language Roman Catholic high school operated by the Conseil scolaire catholique MonAvenir.", "Rainford, Lisa (April 18, 2013). \"French school's show choir prepares to battle at upcoming competition\". Bloor West Villager. InsideToronto.com. Retrieved May 18, 2013.", "École secondaire Toronto Ouest" ]

[ "École secondaire Toronto Ouest", "References", "External links" ]

[ 3318 ]

[ 16082 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/a/a2/Franco-Cite.JPG" ]

[ "École secondaire catholique Franco-Cité is a French Catholic school located in the Alta Vista neighbourhood of Ottawa, Ontario. It operates under the Conseil des écoles catholiques du Centre-Est (CECCE) school board and is renowned for its numerous sports programs including its flagship \"Sport-Études\" program.", "The building previously held different names and has had a variety of uses throughout the years. Originally a separate school, many of the old dorms have been converted to classrooms, distinguishable by their long and narrow forms. The building was at one point used for a trade school before eventually being converted to a French high school opening in 1979 under the name Samuel-Genest.\nFranco-Cité Catholic High School was inaugurated by the CECCE on October 20, 1994, thanks to the culmination of efforts and initiatives of several members of the community and of the CECCE. In its first year of operation, Franco-Cité Catholic High School welcomed 150 grade 9 students. As of the 2021 school year, that number has increased to over 1,500 students of grades ranging from 7–12.\nThe school has seen upgrades to its sporting facilities throughout the years. In 2011, construction was completed on a brand new two million dollar multi-purpose turf field. The project was a collaboration between The Ottawa Internationals Soccer Club, CECCE, OCDSB and both the provincial and federal government. The project also saw an almost identical field built next to Hillcrest High School across the street.\nFrom the span of 2008 to 2013, the school saw massive rises in their registration numbers. In just five years, the school gained nearly 300 students. To accommodate this rapid growth, the school received seven million dollars of funding for an expansion project. This saw the construction of six new classrooms, a brand new full sized gymnasium along with new changerooms, a new weights room, a multipurpose studio and new offices for staff involved with the sports program. The new gymnasium was again a collaboration between the school board and The Ottawa Internationals Soccer Club. All new facilities were fully operational by the start of the 2014–2015 school year.", "École secondaire catholique Franco-Cité (Nipissing) - Similarly named school in Sturgeon Falls.\nList of high schools in Ontario", "https://franco-cite.ecolecatholique.ca/\nOttawa.Citizen.Archive.Dorms\n\"Collège catholique Samuel-Genest - Historique de l'école\".\nhttps://franco-cite.ecolecatholique.ca/\nInternationals make a new pitch\nDes travaux d'agrandissement à l'école Franco-Cité d'Ottawa", "Franco-Cite Programmes Sports-études" ]

[ "École secondaire catholique Franco-Cité", "History", "See also", "References", "External links" ]

[ 3319 ]

[ 16083, 16084, 16085, 16086, 16087 ]

[ "", "Map of Ottawa showing the francophone concentrations" ]

[ 0, 1 ]

[ "https://upload.wikimedia.org/wikipedia/en/d/d3/Garneau_Logo.png", "https://upload.wikimedia.org/wikipedia/commons/7/76/Francoottawa.PNG" ]

[ "École secondaire catholique Garneau (Garneau Catholic High School), is a French-language high school teaching grades 7–12 in the community of Orléans in the eastern end of Ottawa, Ontario (capital of Canada).", "In 1972 the school was opened and named in honour of the French-Canadian politician, poet, and historian François-Xavier Garneau of the 19th century.", "In 2001 the construction of l'école élementaire Garneau, a new addition onto l'école secondaire Garneau, was due in part to expanding demographics, the expanded school-closure of the francophone intermediate school, école intermediaire Léo-D-Côté and its transformation into l'École élémentaire catholique Saint-Joseph d'Orléans (703095). Garneau High School would eventually serve as both a high school and intermediate school, which, according to the Ministry of Education (Ontario), are two distinct schools : École intermédiaire Garneau 7e-8e (752576) and École secondaire catholique Garneau (710903). Both schools are physically located at 6588 Rue Carrière, Ottawa, Ontario, K1C 1J4.", "Between the late 1990s and early 2000s high schools in Ontario, including Garneau, were affected by the Ontario Conservative Government's plans to reform secondary schools. A 1997 announcement by the government included plans to reduce Ontario's five-year high school program with a four-year program. In 2003 this created a phenomenon dubbed the double cohort, whereas students from the old program, the five-year Ontario Academic Credit (OAC) or grade thirteen program, and the new four-year program graduated together for the first time.", "École secondaire catholique Béatrice-Desloges, another Catholic high school in the Ottawa—Orléans region, was constructed in 1997 (25 years after Garneau) and gradually integrated students one grade year at a time. This prevented most students attending Garneau from switching over to the new school. It also helped with a gradual reduction of Garneau's over-population.", "Garneau is located in a highly Francophone area (See map of Ottawa showing the francophone concentrations). The next closest structure and organization, which is 200 meters to the east of Garneau, is the Mouvement d'implication Francophone d'Orléans (MIFO), an organisation that has continuously encouraged Francophone culture within the community of Orléans. Approximately another 900 meters from MIFO is located an Independent grocery store.\nIn April 2008, according to the City of Ottawa, Garneau was located in the Innes ward, previously known as \"Old Ward no. 2\". The property area consisted of 20.22 acres (81,800 m²) and was legally described as \"CON 2 OF PT LOT 3\".", "Garneau is listed under the Conseil des écoles catholiques du Centre-Est (CECCE). However, according to the Ontario government the official name of Garneau's School board, or more precisely the CECLFCE, is the Conseil scolaire de district catholique du Centre-Est de l'Ontario (CSDCEO). Both school board names, CECLFCE and CSDCEO, correspond to the same physical address.\nAccording to many students of the school, the school board and council often acts in an unjust fashion, especially when dealing with incidents like when a student caused a fire in one of the bathrooms", "Garneau High School has several surrounding parks and fields that are regularly used by students and east-end athletic associations. In 2007 the Orléans Bengals and Gloucester Dukes football clubs had publicly complained about the mosquito infestation within the east-end Ottawa fields, especially the Garneau fields. Innes Councilor Rainer Bloess jokingly stated in a press conference that he \"went up to visit and see if they really had a problem or if they were just being wimps.\" He also stated that \"after being with them [athletic or football associations] for five minutes I beat a hasty retreat back to my van and spoke to them through a little crack in the window... enough to convince me that the location is obviously a prime mosquito location.\" In June 2007, Councillors Bloess, Rob Jellett and Bob Monette agreed to a year-long pilot program to reduce the amount of mosquito larvae by possibly using biological protein crystals produced by naturally occurring bacteria called Bti.", "", "Garneau offers a variety of specialized courses including programming and economics in addition to traditional coursework. Garneau and Cisco Systems have paired together to offer the students of grade 10, 11 and 12 a college-level Cisco CCNA networking course. The Cisco Networking Academy Program lists 114 Secondary Schools and 29 Colleges as participating schools. The School's name is not specifically mentioned on the list, however it is listed under the official school board's name the Conseil scolaire de district catholique du Centre-Est de l'Ontario. The Cisco 3 class was split into Cisco 3 and Cisco 4 classes, adding further depth and time into the program.", "An in-school IT enterprise started, maintained fully by students. Teachers, staff, students and parents can have their computers repaired, receive tutorials or other IT services.", "Created circa 2008, the audio engineering (TGR3M) program involves the editing, recording and publication of music and the creation of radio advertisements for the school's station.\nAn example of such work was located at Garneau's YouTube page. It featured the French folk song \"Noël c'est l'amour\", created by students and teachers at the school. The main musicians were Élizabeth Chamberland, Sara Nizman and Kelly Raffray. The instruments were either recorded or created using an Oxygen 25 MIDI Controller and HALionOne. The song was then edited by the school's audio engineering students, mainly using Cubase software.", "", "In June 2007 l'École secondaire catholique Garneau, under the direction of Mme Vidosa, publicly congratulated all of its finishing 2006–2007 graduates by publishing their names in a local news paper called l'Express. The convocation took place at l'Église Saint-Joseph-d'Orléans on the June 21, 2007. 35 prizes and bursaries totaling approximately $15000, gathered from within the Orleans community, were awarded to distinguished students. According to the press release, many students received study and admission awards from post secondary institutions.", "Ivanie Blondin - Speed skater who won gold and silver medals in the 2022 Winter Olympics in Beijing", "List of high schools in Ontario", "ÉSC Garneau • François-Xavier Garneau\nOntario English Catholic Teachers Association (OECTA). \"Ontario’s double cohort: A government’s experiment in education\". March 2002. OECTA.on.ca:Toronto, Ontario. Accessed July 9, 2009.\n\"Dessureault Your Independent Grocer to 6600 Carrière St\". Dessureault Your Independent Grocer to 6600 Carrière St. Retrieved November 2, 2020.\n\"Property Information – 6588 Carriere St\". City of Ottawa. Retrieved July 4, 2008.note: Through eMap at www.ottawa.ca by searching for address number \"6588\" and street \"carriere\".\nConseil des écoles catholiques du Centre-Est: Liste des écoles: 21 Octobre, 2008. Accessed October 23, 2008 9:48:01 am EST.\nGovernment of Ontario, Canada. \"Board Directory – Conseil scolaire de district catholique du Centre-Est de l'Ontario:\". October 22, 2008. Queen's Printer for Ontario. Accessed October 23, 2008 9:48:01 am EST. note: The web address listed on the Ontario government's website for CSDCEO directs to the website of the CECLFCE.\nCompare Conseil des écoles catholiques de langue française du Centre-Est (CECLFCE) to Conseil scolaire de district catholique du Centre-Est de l'Ontario (CSDCEO).\nCummings, Laura (June 22, 2007), \"Sports teams 'abuzz' about mosquito program\", Weekly Journal, vol. 12, no. 27, pp. 1–2\n\"Networking Academy Program-Networking Academy - Cisco Systems\". www.cisco.com. Archived from the original on November 8, 2006. \n\"L'école secondaire catholique Garneau présente avec fierté ses finissantes et finissants 2006–2007\", l'Express, p. 18, June 25, 2007", "Official GuG homepage (in French)\nConcentration informatique « Les technologies de l’information et des communications » (in French)\nOfficial site of school (in French)\nOfficial site of school district (in French)\nList of French Ontario school (in French)" ]

[ "École secondaire catholique Garneau", "History", "Building and location", "Double cohort", "Over-population", "Geography", "School boards", "Parks", "Programs offered", "CCNA Cisco courses and computers", "Fotek", "Audio engineering", "Graduation", "2007", "Notable alumni", "See also", "Notes and references", "External links" ]

[ 3320 ]

[ 16088, 16089, 16090, 16091, 16092, 16093, 16094, 16095, 16096, 16097, 16098, 16099, 16100, 16101, 16102, 16103, 16104 ]

[ "", "" ]

[ 0, 3 ]

[ "https://upload.wikimedia.org/wikipedia/commons/e/e9/CharbonnelCatholicSecondary.jpg", "http://upload.wikimedia.org/wikipedia/commons/5/5a/046CupolaSPietro.jpg" ]

[ "École secondaire catholique Monseigneur-de-Charbonnel (occasionally called ESCMDC, ESC Charbonnel, or Charbonnel); known in English as Monsignor Charbonnel Catholic Secondary School is a French-language Catholic elementary and high school operated by the Conseil scolaire de district catholique Centre-Sud (CSDCCS) in Toronto, Canada.\nIt was part of Le Conseil des écoles catholiques du Grand Toronto (the Metropolitan Separate School Board) as the only French secondary school until 1998 when the board became the Toronto Catholic District School Board and its schools for francophones were transferred to the Conseil scolaire de district catholique Centre-Sud.\nLocated at the North York Board of Education's former Lewis S. Beattie Secondary School, the school is attached by the offices of CSDCCS. The school was named after Armand-François-Marie de Charbonnel, who was the Roman Catholic Bishop of Toronto from 1847 to 1860. Its motto is \"Rien de moins que l'excellence\", which means Nothing less than excellence.", "The origins of the school can be traced to 1952 when the Congregation of Notre Dame opened its doors on 157 St. Georges Street, formerly owned by the Eaton family, as Villa Marguerite Bourgeoys, the first bilingual Roman Catholic high school. The school was renamed to École secondaire de Charbonnel in 1963. The property was eventually sold to University of Toronto's Delta Kappa Epsilon fraternity in 1964. and the Charbonnel high school closed its doors in June 1967. In April 1969, two trustees of the Metropolitan Toronto School Board (MTSB) attempted to stop the opening of the school in the fall of that year. At that time the board was expected to approve a plan that would lease the existing high school, which was owned by the Congregation. The district expected that 12 teachers and 235 students would be a part of the school and that there would be an annual operation cost of $225,000.\nIn September 1985, the modern school, École secondaire catholique Monseigneur-de-Charbonnel opened its doors with 66 students on the St. Robert Elementary property. In 1989, with 221 students enrolled, Charbonnel moved to the former Lewis S. Beattie Secondary School when the North York Board of Education had moved their students to Drewry Secondary School as the Beattie school was given to the CECGT/MSSB. Beattie was handed over around in May of 1988 as parents protested the handover. One member of the Metro School Board negotiation team, John Fillon, stated that if the North York board did not release Lewis S. Beattie, an arbitrator may have ruled to give away more schools as well as Beattie.\nThere were plans in April 1988 to have 200 separate school students and a group of secular public schools slow learners share the Beattie campus for a two-year period until the new Mary Ward Catholic Secondary School building in Scarborough that was opened in 1992. Opponents stated concerns that the separate students would ridicule the secular students. Beattie served as the only school for special students in North York, and had around 200 students from North York and Scarborough. It mainly included students with mental and physical disabilities and slow learners.", "Dan Harris, Canadian politician\nLil Zuzu, singer of “Word On The Road”", "List of high schools in Ontario\nLewis S. Beattie Secondary School", "Chronological List of School Openings and Closings 1828–2006 – TCDSB\nhttp://www.cchahistory.ca/journal/CCHA1982/Begnal.pdf\n\"Our House - DKE Alpha Phi at the University of Toronto\".\n\"Toronto trustees seek to stop French school.\" The Canadian Press (CP) at the Montreal Gazette. Thursday April 24, 1969. p. 45. Retrieved on Google News 45/48 on September 8, 2013.\nJames, Royson. \"Parents upset as board gives special school to Catholics.\" Toronto Star. May 18, 1988. News p. A7. Retrieved on September 7, 2013.\nJames, Royson. \"Slow students face jeers opponents of plan warn.\" Toronto Star. April 27, 1988. News p. A7. Retrieved on September 7, 2013.", "(in French) École secondaire catholique Monseigneur-de-Charbonnel" ]

[ "École secondaire catholique Monseigneur-de-Charbonnel", "History", "Notable alumni", "See also", "References", "External links" ]

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[ "", "" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/3/3d/%C3%89cole_secondaire_catholique_P%C3%A8re-Philippe-Lamarche.jpg", "http://upload.wikimedia.org/wikipedia/commons/5/5a/046CupolaSPietro.jpg" ]

[ "École secondaire catholique Père-Philippe-Lamarche (transl. Father Père-Philippe-Lamarche Catholic Secondary School, commonly shortened to ESC Père-Philippe-Lamarche or ESCPPL), is a public separate French first language secondary school operated by the Conseil scolaire catholique MonAvenir. The school is located on Eglinton Avenue, in the Toronto neighbourhood of Eglinton East. It is the first public francophone separate secondary school situated in Scarborough.\nThe school was named after Father Père-Philippe-Lamarche, a member of the Catholic clergy who moved to Toronto in 1887. Lamarche founded the first French first language school in Toronto.", "Before 1998, Metropolitan Separate School Board (French: Les Conseil des écoles catholiques du Grand Toronto) provided English, and French first language separate education in Metropolitan Toronto, including the former City of Scarborough. The school board's Section de langue française unit operated one secondary school in North York, École secondaire catholique Monseigneur-de-Charbonnel. In 1998, the school board's English and French language units were split into two, with the French language unit merging with several other regional French units to form Conseil scolaire de district catholique Centre-Sud (renamed Conseil scolaire catholique MonAvenir in 2017).\nThe new school board assumed control of Monseigneur-de-Charbonnel, which remained Toronto's only French first language separate secondary school until 2012, when the school board opened École secondaire catholique Saint-Frère-André in the western portion of Toronto. Prior to the opening of ESC Père-Philippe-Lamarche, the school board did not operate a secondary school in Scarborough, the easternmost district of Toronto.\nIn April 2011, Conseil scolaire Catholique du Centre-sud purchased property on Eglinton Avenue East from the Toronto Catholic District School Board. The 1.922 hectares (4.75 acres) property was a vacant lot, designated as \"Site 19\" by TCDSB and was formerly reserved for future use. Conseil scolaire Catholique du Centre-sud began building a new secondary school on the property in 2015. \nLamarche was officially opened on 5 September 2017 in a ceremony involving Mitzie Hunter, the Minister of Education, and Marie-France Lalonde, the Minister of Francophone Affairs. Lamarche was the first separate secondary school (English or French) to be opened in Scarborough since 1989, when St. Joan of Arc Catholic Academy opened. The school later held a blessing ceremony in November 2017, presided by Cardinal Thomas Christopher Collins, the Archbishop of Toronto. The new two-storey school was designed by IBI Group.", "The City of Scarborough was formally dissolved in 1998, when it was amalgamated with the other lower-tier municipalities of Metropolitan Toronto to form the single-tier City of Toronto government.", "\"Bénédiction et ouverture officielle de l'École secondaire catholique Père-Philippe-Lamarche\". Le journal le Métropolitain (in French). Alto Media. 12 November 2017. Retrieved 26 February 2019. \n\"Minutes of the regular meeting of the Toronto Catholic District School Board\" (PDF). Toronto Catholic District School Board. 19 May 2011. pp. 83–84. Retrieved 27 June 2019. \n\"New French-language School to Support Scarborough Students\". Newsroom - Government of Ontario. Queen's Printer for Ontario. 5 September 2017. Retrieved 26 February 2019.", "Official website" ]

[ "École secondaire catholique Père-Philippe-Lamarche", "History", "Notes", "References", "External links" ]

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[ 16112, 16113, 16114, 16115, 16116, 16117 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c2/West_Toronto_Collegiate.jpg" ]

[ "École secondaire catholique Saint-Frère-André is a French-language Roman Catholic high school in Toronto, Ontario, Canada.\nThe school is operated by Conseil scolaire catholique MonAvenir. It occupies part of the former West Toronto Collegiate building, which it shares with École secondaire Toronto Ouest, a public French-language high school operated by Conseil scolaire Viamonde.", "\"Rapprocher les générations grâce à Facebook\". L'Express de Toronto (in French). 5 February 2013.\nGheeraert, Benoit (28 February 2013). \"Bénédiction et ouverture officielle de l'école Saint-Frère-André\". Le métropolitain (in French).\nEntrevue avec le directeur Hader Ibrahim (in French)\nL’école secondaire catholique Saint-Frère-André prend vie (in French)", "École secondaire catholique Saint-Frère-André" ]

[ "École secondaire catholique Saint-Frère-André", "References", "External links" ]

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[ 16118 ]

[ "École secondaire d'Oka" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/e/ed/%C3%89cole_secondaire_d%27Oka..JPG" ]

[ "École secondaire d'Oka (ESO) is a public Francophone secondary school in Oka, Quebec, operated by the Commission scolaire de la Seigneurie-des-Mille-Îles (CSSMI).\nIt serves Oka, Kanesatake, Saint-Joseph-du-Lac, Saint-Placide, parts of Mirabel, and parts of Saint-Eustache.", "\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 7/9/2017) Oka.\" Commission scolaire de la Seigneurie-des-Mille-Îles. Retrieved on September 20, 2017.\n\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 20/9/2017) Kanesatake.\" Commission scolaire de la Seigneurie-des-Mille-Îles. Retrieved on September 20, 2017.\n\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 21/9/2017) Ville Saint-Joseph-du-Lac.\" Commission scolaire de la Seigneurie-des-Mille-Îles. Retrieved on September 22, 2017.\n\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 21/9/2017) Ville Saint-Placide.\" Commission scolaire de la Seigneurie-des-Mille-Iles. Retrieved on September 22, 2017.\n\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 1/9/2017) Ville Mirabel.\" Commission scolaire de la Seigneurie-des-Mille-Iles. Retrieved on September 20, 2017.\n\"Répertoire des aires de desserte par ville 2017 - 2018 (Généré le 21/9/2017) Ville Saint-Eustache.\" Commission scolaire de la Seigneurie-des-Mille-Iles. Retrieved on September 22, 2017.", "École secondaire d'Oka (in French)" ]

[ "École secondaire d'Oka", "References", "External links" ]

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[ "École secondaire de Clare" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/98/EcoleSecondaireDeClare_2012.JPG" ]

[ "École secondaire de Clare is a French high school located in Meteghan River, Digby County in the Canadian province of Nova Scotia, for Acadian students. As of September 2012, the school comprises grades 7 to 12. The school is in the Conseil scolaire acadien provincial school board.", "École secondaire de Clare school website" ]

[ "École secondaire de Clare", "External links" ]

[ 3327 ]

[ 16122 ]

[ "1981 College Sacre Coeur" ]

[ 1 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/69/1981_College_Sacre_Coeur.jpg" ]

[ "École secondaire du Sacré-Cœur is one of four French-language Catholic secondary schools in Greater Sudbury, Ontario. It is maintained by the Conseil scolaire de district catholique du Nouvel-Ontario. It is located at 261 Notre-Dame Avenue, next to city owned soccer fields and tennis courts which double as school grounds. The school is currently under the direction of Paul Henry and acting as the vice-principal is Suzanne Lapointe.\nThe student population is estimated to be over 400, and so exceeding its originally intended student capacity. The large number of students resulted in the temporary installation of 3 small portable classrooms behind the atrium. The portables are to remain until the completion of an expansion on the school, known as Plan B.\nThe grounds are also the location of Sudbury's first Franco-Ontarian monument, which encompasses the monument placed there nearly 100 years ago. The unveiling took place September 25, 2008.", "Father Joseph Specht and Father Jean-Baptiste Nolin were Jesuit priests behind the conception of the then Collège du Sacré-Cœur de Sudbury. It was the first, and for a long time only, classical college in the Northern Ontario area. It first opened its doors in 1913 and was a school exclusively for the education of boys. In 1957 the college was renamed and became the University of Sudbury. Starting in 1967 the building served as one of Cambrian College's three campuses until 1977. It reopen as a high school for boys from 1978 to 19??. Added my medals from back then.\nIt was later occupied by the Gymzone Family Fitness Centre, which has relocated to the old École Leon XIII school. Collège Boréal also employed the space from 1995 to 1997 while their new facilities were being constructed.\nFollowing some renovations, École secondaire du Sacré-Cœur opened in 2003. Part of the original building's foundation is still intact and clearly visible in the school's entrance. During its first year, Sacré-Cœur's student population was mainly composed of the students from the former École secondaire catholique l'Héritage, a school that had to be shut down. The last students from l'Héritage graduated in 2007.", "École secondaire du Sacré-Cœur, much like its counterpart Collège Notre-Dame, the other French Catholic high school in Sudbury, has a uniform code. Students have the choice of pants (dress or casual), capris, shorts, or kilts for girls with which they can wear various tops, ranging from rugby shirts, blouses, golf shirts, and sweatshirts among others. The golf shirts come in white, royal blue and powder blue.", "List of high schools in Ontario", "School Board Website\nÉcole secondaire du Sacré-Coeur official website" ]

[ "École secondaire du Sacré-Cœur", "History", "Student life", "See also", "External links" ]

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[ "", "Aigles goalie during 2014–15 season." ]

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[ "École secondaire catholique l'Essor is a publicly funded separate (Catholic), French-language high school located in Tecumseh, Ontario, Canada (formerly St. Clair Beach), established in 1979. It serves the Francophone population of Essex County. The name l'Essor, coined by local resident Florence Limoges, is a portmanteau combining \"Essex\" and \"Windsor\". Essor also refers to the French word \"to take flight\". The school belongs to the Conseil scolaire catholique Providence.\nThe small school participates in a wide variety of local activities in the Francophone community. A notable example is the Franco Bowl, an annual football match against neighboring Windsor's French Catholic high-school, École secondaire E.J. Lajeunesse. The school has a very high percentage of graduates and high test scores.", "Brian Bulcke, football player, played in the CFL with Hamilton Tiger-Cats and Toronto Argonauts\nTaras Natyshak, MPP for Essex\nKyle Wellwood, retired NHL hockey player\nDavid Tremblay, 5 time CIS National Champion, 2014 Commonwealth Gold, 2012 Olympian – Wrestling\nPaul Vallée, technology entrepreneur and CIGI Senior Fellow\nAndrew Dowie, former town councilor for Tecumseh and current MPP for Windsor-Tecumseh", "Sports include: Football, Hockey, Basketball, Soccer, Volleyball, Wrestling, Golf, Tennis, Badminton, Swimming, Softball, Baseball, Cross Country, Track and Field", "List of high schools in Windsor and Essex County, Ontario\nList of high schools in Ontario", "\"École secondaire catholique l'Essor (728772)\". Secondary School Profile. Ontario Ministry of Education. 2017-08-30. Retrieved 2017-11-19.", "Official website\nLa plume de l'aigle and L'ERGO student newspaper archives\n\"Shooting exercise seemed real\" The Windsor Star" ]

[ "École secondaire l'Essor", "Notable alumni", "Sports", "See also", "References", "External links" ]

[ 3329, 3330 ]

[ 16127, 16128 ]

[ "École secondaire publique Omer-Deslauriers" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/8/87/Deslaurier.JPG" ]

[ "L'École secondaire publique Omer-Deslauriers is a French public school in the west of Ottawa, Ontario, Canada. The school's enrolment is approximately 600 students. The school building formerly housed J.S. Woodsworth Secondary School, which was part of the Ottawa School Board / Ottawa-Carleton District School Board, until it closed in 2003.\nThe school was initially known as École Champlain, then from 1999 to 2002 it was called École de l'Ouest, and was finally renamed to honour Omer Deslauriers (died 1999), an Ontarian educator and public serviceman who promoted establishment of several Francophone schools in Ottawa in the 1960s.\nThe school is part of the International Baccalaureate's World Schools; it offers both the Middle Years Program (grades 7 to 10) and Diploma Program (grades 11 and 12). Students require a minimum of 80% in order to join and/or to stay in either program. The high school also offers a construction specialization and a communications programme. \nOther than that, this school offers two Specialist High Skills Major, one for construction and one for information and communication technologies. \nIn 2005–2006, the school's basketball team was the first francophone high school to win a bronze medal at the OFSAA AA Provincial Tournament. They also won the school spirit award. The school has many athletic programs, and like many Francophone schools has an improvisational comedy team.", "\"Historique\".\n\"Majeures Haute Spécialisation\".", "École secondaire publique Omer-Deslauriers" ]

[ "École secondaire publique Deslauriers", "References", "External links" ]

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[ "", "" ]

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[ "http://upload.wikimedia.org/wikipedia/en/1/16/Logo_ecole1.jpg", "https://upload.wikimedia.org/wikipedia/commons/4/4b/Louis_Riel_Dome.jpeg" ]

[ "École secondaire publique Louis-Riel (Louis Riel Public Secondary School) is a high school in the Blackburn Hamlet neighbourhood of Ottawa, Ontario, Canada, part of the Conseil des écoles publiques de l'Est de l'Ontario (Eastern Ontario Public School Board). It opened in the fall of 1980, and the name Louis Riel was chosen by the students in 1981.\nPhase 1 of the school's construction finished in 1980, accommodating 250 students from the Gloucester region in the east end of Ottawa. Phase 2 was completed in 1982 featuring the school gymnasiums, cafeteria, and science and tech labs.\nIn 2003, a new annex was added, to accommodate grade 7 and 8 students. The school had previously only accommodated students from grades 9 through 12.\nThe school now serves approximately 1000 students.", "In 2005, a 12,422 square metres (133,710 sq ft) dome, North America's largest air supported fabric structure, opened to the public. Built to cover the school's existing track, the dome is 184 metres (604 ft) long by 67 metres (220 ft) wide, and 18 metres (59 ft) high. Its construction was a joint project by the Ottawa Lions Track & Field Club and the CEPEO, and made it possible for Louis-Riel to offer a new Sports program to the region's students, in addition to providing extra track and field training facilities to the Ottawa Lions.\nThe dome contains:\n4 lanes of 400m and 6 lanes of 110m running track\na full size sport field (which can be divided into 3 smaller fields, with movable netting)\nan activity/meeting room\n4 change rooms (2 male/ 2 female)\n2 bathrooms (1 male/ 1 female)\nweight training room", "Erik Gudbranson, NHL defenceman (Calgary Flames)\nAdrian Aucoin, retired NHL defenceman\nMathieu Dandenault, retired NHL player\nJonathan David, professional soccer player (Lille OSC)\nVanessa Gilles, national team soccer player (Canada women's national soccer team)", "List of high schools in Ontario", "Yeadon Air Supported Structures (2005-03-15). \"Yeadon's Most Recent Successful Project March 2005\". Retrieved 2015-08-12.", "École secondaire publique Louis-Riel Official Site (French)\nOttawa Lions Dome Web page" ]

[ "École secondaire publique Louis-Riel", "Dome", "Notable alumni", "See also", "References", "External links" ]

[ 3332 ]

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[ "Lycée militaire de Saint-Cyr, seat of the Academy from 1808 to 1940, now in Camp Coëtquidan.", "Dormitory \"Sébastopol\" at Saint-Cyr, photographed by Jules David in 1886", "The colonel, supervisor of the Cadets' studies, during the Bastille Day Military Parade.", "The Color guard of Saint-Cyr.", "The 1st rank of the first company of cadets." ]

[ 1, 1, 1, 1, 1 ]

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[ "The École spéciale militaire de Saint-Cyr (ESM, literally the \"Special Military School of Saint-Cyr\") is a French military academy, and is often referred to as Saint-Cyr ([sɛ̃ siʁ]). It is located in Coëtquidan in Guer, Morbihan, Brittany. Its motto is Ils s'instruisent pour vaincre, literally meaning \"They study to vanquish\" or, more freely put, \"Training for victory\". French cadet officers are called saint-cyriens or cyrards. France's other most senior military education institute is the École de guerre (EdG) (School of Warfare), located in the École militaire complex, in Paris.\nFrench students who enter Saint-Cyr as cadets are about 21 years old, and undergo three years of training. All ESM cadets graduate with a Master of Arts or a Master of Science and are commissioned officers.\nThe academy was founded in Fontainebleau in 1802 by Napoleon. It was moved in 1806 to the buildings of the former Maison Royale de Saint-Louis, in Saint-Cyr-l'École, west of Paris. During the Second World War, the cadets moved several times due to the German invasion. They eventually settled in 1945 in the Coetquidan military camp in Morbihan.", "The École spéciale militaire de Saint-Cyr was created by order of Napoleon Bonaparte on 1 May 1802 (the Law of 11 Floréal an X according to the then-official revolutionary calendar), to replace the École Royale Militaire then located in Fontainebleau. Renamed the École Spéciale Impériale Militaire after Bonaparte was proclaimed emperor, it moved in 1808 to Saint-Cyr-l'École (Yvelines) in the castle of the former Maison royale de Saint-Louis, a school for girls of the French nobility disbanded at the time of the Revolution.\nThe school trained a large number of young officers and generals who served during the Napoleonic Wars, and later Napoleon III created the Prince Imperial division for family members, It remained stationed in Saint-Cyr-l'École after Napoleon's deposition and through all regime changes until 1940. After the defeat of the French Army against Germany in 1940, the school moved to the free zone, in the south of France, in Aix-en-Provence. After the invasion of the free zone by the Germans in 1942, the school was disbanded, but French cadet officer training went on, part in Cherchell (Algeria, then Free French territory) and part in the United Kingdom (Cadets de la France Libre) under General de Gaulle's command.\nAt the Libération of France in 1944, the school was reunited under the command of General de Lattre de Tassigny and settled in the somewhat remote and isolated military camp of Coëtquidan, Morbihan, because the \"vieux bahut\" (old school) had been severely damaged by an Allied bombing during the Libération campaign.\nSaint-Cyr has remained there to this day. A reform in 1961 split the school into two entities: the current École Spéciale Militaire de Saint-Cyr (ESM), devoted to the training of direct-recruitment officers, recruited through an annual national competitive exam, and the École Militaire Interarmes (EMIA), cadets from internal recruitment (selected from non-commissioned officer (NCO) ranks and reserve officer ranks) and added a third entity, the École Militaire du Corps Technique et Administratif (EMCTA), devoted to the formation of administrative specialist officers and generals. The school admitted its first female cadets in 1983 and underwent a minor reform in 2002 devised to broaden the diversity of its recruitment.\nSince 1802, 65,000 Saint-Cyriens have been trained, along with 2,000 international cadets. Of the French graduates 9,639 died on the field of battle. Alumni also count 11 Maréchaux de France, three French heads of state, two flying aces, six members of the Académie Française, and one Blessed of the Catholic Church.\nThe school has links with the Royal Military College of Canada, United States Military Academy (West Point), and the Royal Military Academy Sandhurst in Britain, including student exchanges.", "Napoleon's original motto, \"Ils s'instruisent pour vaincre\" (\"They study to overcome/conquer/win\"), was changed by the restoration king, Louis XVIII, to: \"Ils s'instruisent pour la Défense de la Patrie\" (\"They study for the Defence of the Fatherland\"). The Napoleonic version was used again from 1848 to 1870. That motto was next changed to \"Honneur et Patrie\" (\"Honour and Fatherland\") until 1918, when it reverted again to the original Napoleonic wording.", "The museum is open to the public Tuesday, Wednesday, Thursday and Friday mornings from 10 a.m. – 12 a.m. to group tours and afternoons to the public on Tuesday, Wednesday and Friday from 2:30 p.m. – 5 p.m. On the weekend, the museum is open to the public from 10 a.m. – 12 a.m. and from 2 p.m. – 6 p.m. The museum is closed to the public on Mondays and it is closed from 2:30 p.m. to 5 p.m. on Thursdays. The museum is located on Rivoli court. The permanent collection explores the lives of the Saint-Cyrien from the end of the ancient regime to today. The collection shows the evolution of the uniform, personal objects, artwork, authentic documents, arms, clothing and family relics.", "", "Since 1829, every class (promotion) of Saint-Cyr chooses a name. It can be a nickname (du Firmament, \"of the Stars\", for the first one), the name of a famous battle (Sevastopol for the 1855–56 Class), the name of a famous soldier or general (Bayard, 1923–25 Class, Foch, 1928–30 Class). Since 1934, every class also chooses a special insignia.", "Cadets of Saint-Cyr wear in full dress (grand uniforme ou grand U) a special uniform, derived from the 1845 Regulations Infantry Officer Dress. This dress incorporates a dark-blue tunic, red trousers (red skirts for female cadets) and a shako with red and white plumes. Tunic facings and trouser stripes are light blue, as is the képi worn on less formal occasions. Red fringed epaulettes are worn by cadets and yellow by cadet-officers. This traditional uniform was worn by both cadets and instructors at Saint-Cyr from 1845 until 1914 and then again from 1930 until 1939. After World War II it was again adopted in 1949.\nThe shako plumes are nicknamed Casoars (cassowaries), because they were first adopted in 1855 at the time of this colorful bird's first appearance in the Paris Zoo. While the plumes were not at first welcomed by the cadets, they have become a symbol of Saint-Cyr. The Saint-Cyr cadets of the class of 1913–14, graduating ahead of time with the outbreak of World War I, reportedly vowed to lead their platoons in battle wearing the casoar on their service kepis.", "The various steps of the cadets' formation are celebrated in various ceremonies, all performed during nighttime. At the beginning of the first year, after boot camp, the cadets are welcomed with shakos granted to them by the third-year cadets. This is called the petit soir or \"small night\". At the end of the first year, the cadets are presented with the Casoar (the red and white plumes on their shakos) and with their officer's sword. This is the grand soir or \"big night\". At the end of the second year, cadets are officially commissioned second lieutenants. This is celebrated in the \"baptism\" (baptême) of the class, a ceremony in which every cadet receive the accolade from a senior officer. At the end of the third and final year, the cadets are promoted to the rank of lieutenant and receive their new insignia in a ceremony called the \"triumph\" (triomphe). This ceremony is also the time of solemn proclamation of the class name.", "Using authentic battle gear and uniforms of the period, re-enactments of famous battles and ceremonies are regularly staged. The most famous of these is the Battle of Austerlitz, which took place on 2 December 1805 and has been celebrated ever since. 2 December, nicknamed \"2S\" by the Saint-Cyr cadets, is the date of many Saint-Cyr related celebrations in the Army proper or among the alumni associations made up of graduates of the school.", "Cadets are recruited through a national annual competitive exam, after previous tertiary education. French students take exams on general knowledge, aptitude and intelligence; sit for an interview and pass a test of physical ability.\nStandard test (concours sur épreuves) : Recruitment occurs after two years of classes préparatoires aux grandes écoles, like most other French Grandes écoles, or a three-year license in a university. The exams propose optional pathways. Maths/science was traditionally the preferred entrance path but today economics and philosophy/literature are also common.\nInterview and record exam (concours sur titres) : These saint-cyriens are recruited after graduate education (master's degree). They will follow only the last year of Saint-Cyr training.\nIn addition, a number of foreign students are admitted annually.", "As all officers obtain a college major upon graduation, military and leadership education is nested with academic instruction. The course is three years long and covers academic training, military strategy and theory, practice of war, training, physical training and leadership and organisational training.\nThe first-year involves military training and academics. The last two years focus on academics with one to three week breaks for military training. Officer cadets at St-Cyr are commissioned officers. The cadets attend school from September to July.\nEach promotion (class) of the ESM is organised as a battalion and thus the Corps of Cadets is structured as a regiment. The 1st-year students (rank of élève-officier – Cadet) are France's Third Battalion, 2nd-year (rank of aspirant – Officer Designate) are France's Second Battalion and third-year (rank of sous-lieutenant – 2nd Lieutenant) are France's First Battalion. The Reserve Officers, Special Duty Officers and Aspirants trained at the ESM in short sessions are France's Fourth Battalion.\nUpon graduation, cadets are awarded the diploma of Saint-Cyr, which is a master's degree in Strategy and International Relations or Management, or a military degree, depending on their major. Majors are in engineering or science subjects or specialization in classics, modern or ancient history, modern languages, applied modern languages, security, science and economics, law, computer science, physical education, political science or military studies.\nGraduates leave the school with the rank of lieutenant and join the specialist school of the branch they select for one additional year, before being assigned to a regiment to serve as a platoon leader.", "Jean-François Gentil (1789–1852): French general\nZine El Abidine Ben Ali (1936–2019): President of Tunisia\nAbdullah Atfeh (1897–1976): Chief of Staff and Minister of Defense of Syria\nIon Antonescu (1882–1946): Chief of the Romanian Government during WW II\nMichel Arnaud (1915–1990): class of 1935\nBahram Aryana (1906–1985): Military Chief of Staff, Iran\nFelipe Ángeles (1868–1919): Mexican revolutionary\nNarciso Campero (1813–1896): Military Commander of Bolivia's 5th Division during War of the Pacific, President of Bolivia\nFrançois Certain Canrobert (1809–1895): class of 1828\nMarcel Deslaurens (1883–1940): French general\nAchille Pierre Deffontaines (1858–1914): youngest French general to die in World War I\nCharles de Gaulle (1890–1970): class of 1912, President of the French Republic\nHenri Hay De Slade (1893–1979): flying ace, WWI\nLouis Franchet d'Espérey (1856–1942): class of 1876\nPhilippe Leclerc de Hauteclocque (1902–1947): class of 1924, Marshal of France\nHélie de Saint Marc (1922–2013)\nGabriel Brunet de Sairigné (1913–1948): class of 1933\nEttore Perrone di San Martino (1789–1849): class of 1806\nDavid Galula (1919–1967): class of 1940\nBabacar Gaye (b. 1951) : Head of MONUSCO\nAdolphe Guillaumat (1863–1940): class of 1884\nJean de Lattre de Tassigny (1889–1952): Marshal of France\nCharles de Foucauld (1858–1916): class of 1876\nJoseph Gallieni (1849–1916)\nJacques Guillermaz (1911–1998): class of 1937, diplomat, sinologist\nSardar Homayoun (1850s–1930s)\nAlphonse Juin (1888–1967): class of 1912, Marshal of France\nArthur Constantin Krebs (1878–1964)\nAuguste Lahoulle (1891–1959): flying ace, WWI\nFrançois-Henry Laperrine (1860–1920): French general in WWI\nGuillaume Konsbruck (1909–1983): class of 1933, Luxembourgian politician\nPaul Legentilhomme (1884–1975): class of 1907\nLiao Yaoxiang (1903–1968): class of 1936, Chinese general in the Second Sino-Japanese War\nLouis II, Prince of Monaco (1870–1949)\nHubert Lyautey (1854–1934)\nPatrice MacMahon (1808–1893): class of 1827\nDragoljub Mihailović: class of 1930\nPierre Nord (1900–1985): writer\nHüseyin Nâzım Paşa (1848–1913): Chief of Staff of the military of the Ottoman Empire\nPhilippe Pétain (1856–1951): Marshal of France\nAimable Jean Jacques Pélissier (1794–1864)\nPeter I of Serbia (1844–1921): class of 1862\nLucien Poirier (1918–2013): class of 1939\nHaj Ali Razmara (1901–1951): Prime Minister of Iran 1950–51\nJoaan bin Hamad bin Khalifa Al Thani (b. 1986): son of the Emir of Qatar\nJean-Etienne Valluy (1899–1970)\nMaxime Weygand (1867–1965): class of 1897\nMichał Rola-Żymierski (1890–1989): class of first marshal of the Polish People's Republic\nManouchehr Khosrodad (1927–1979): commander of Imperial Iranian Army Aviation\nPhilippe Morillon (b. 1935): French general commanding the United Nations Forces in Bosnia (1992–1993) and a Member of the European Parliament until 2009\nFrancisco Solano López (1827–1870): Paraguayan President and Military Leader during the War of the Triple Alliance\nFrançois Lecointre (b. 1962): class of 1987, Chief of the Defence Staff of the Armies\nFranco Albrecht (b. 1989): class of 2011, suspected German right-wing terrorist", "Ecole de Guerre-Terre (EDG-T), Paris\nÉcole de guerre (EdG) (School of Warfare)\nÉcole militaire, Paris\nÉcole militaire interarmes (EMIA), Coëtquidan, Brittany\nÉcole supérieure de guerre (1876–1993)", "Government of the French Republic (Napoléon Bonaparte, First Consul) (1 May 1802). \"Loi générale sur l'instruction publique du 1er mai 1802 (11 Floréal An X), Titre VI\". Retrieved 23 July 2019.\nGovernment of the French Republic (1 July 2019). \"Décret du 1er juillet 2019 portant affectations d'officiers généraux\". Retrieved 23 July 2019.\n\"Modern Languages – Norwich University College of Liberal Arts\". Retrieved 30 January 2015.\n\"Les écoles de Saint-Cyr Coëtquidan / Site Saint Cyr Coëtquidan – Les écoles de Saint-Cyr Coëtquidan\". Retrieved 30 January 2015.\nRinaldo D. Amipage, page 25, \"World Uniforms in Colour. Volume 1 The European Nations\", SBN 85059 031 0, Patrick Stevens Ltd London 1970\nJean-Pierre Baly, page 17 \"La Gazette des Uniformes\", no 193, Juillet-Aout 2001\nJean-Pierre Baly, page 9 \"La Gazette des Uniformes\", no 154, Mai-Juin 1995\nChristian Benoit \"Les saint-cyriens entrant en guerre\", pages 44–49 \"Armes Militaria\" no 259 Fevrier 2007", "Official website (in French)" ]

[ "École spéciale militaire de Saint-Cyr", "History", "Motto", "Museum", "Traditions", "Class names and insignia", "Uniform", "Ceremonies", "Re-enactment", "Application", "Training", "Notable alumni", "See also", "References", "External links" ]

[ 3333, 3334, 3335, 3336 ]

[ 16134, 16135, 16136, 16137, 16138, 16139, 16140, 16141, 16142, 16143, 16144, 16145, 16146, 16147, 16148, 16149, 16150, 16151, 16152, 16153, 16154, 16155, 16156, 16157, 16158, 16159, 16160, 16161 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/9d/Ecole_superieure_d_art_clermont_co_1.jpg" ]

[ "The École supérieure d'art de Clermont Métropole (ESACM) is a higher education institution in Clermont-Ferrand, France, devoted to the teaching of art.\nThe college is accredited by the Ministry of Culture and Communication to award the following state diplomas: \nThe DNAP (National Diploma in Visual Arts) after three years of undergraduate study\nThe DNSEP (National Higher Diploma in Visual Expression) after five years of undergraduate and graduate study\nThe courses are harmonised with the European degree structure in accord with the ECTS system (European Credit Transfer and Accumulation System), facilitating student mobility within Europe.", "The college is located in Clermont-Ferrand town centre. Since 2006, ESACM has been housed in a new 5,000-square-metre (54,000 sq ft) building in the heart of the university quarter. The building has been especially designed by Architecture-Studio for its needs.", "List of the upper territorial schools of art (French ministry for Culture)\nArchitecture-Studio, realizations in 2005.", "Official Website" ]

[ "École supérieure d'art de Clermont Métropole", "Location", "References", "External links" ]

[ 3337 ]

[ 16162 ]

[ "Armand de Gramont", "Cloud of strontium atoms at millikelvin temperatures in a magneto-optical trap.", "STEREO satellite.", "Imperial College" ]

[ 2, 8, 8, 9 ]

[ "https://upload.wikimedia.org/wikipedia/commons/8/85/Armand_de_Gramont.jpg", "https://upload.wikimedia.org/wikipedia/commons/d/d9/Strontium_88_MOT_at_IOGS.jpg", "https://upload.wikimedia.org/wikipedia/commons/6/64/StereoNASA.jpg", "https://upload.wikimedia.org/wikipedia/commons/f/f9/ImperialCollegeLondon.jpg" ]

[ "The Institut d'optique Graduate School (\"Institute of optics\"), nicknamed \"SupOptique\" or \"IOGS\", is one of the most prestigious French Grandes Ecoles and the leading French grande école in the field of Optics and its industrial and scientific applications, and a graduate school of the prestigious Paris-Saclay University and ParisTech.\nThe École supérieure d'optique (ESO) was opened in 1920, as part of the Institut d'optique théorique et appliquée, aiming to train engineers and cadres for the French optics industry. It is consequently the oldest institution of higher education and research in optics in the world and the most important in term of annual number of graduates.\nThe Institut d'optique Graduate School provides an education of high scientific level, specially for former students from the French Classe préparatoire aux grandes écoles. It trains engineers to be, in industry and research, the actors of the development of optics in many areas such as telecommunications, biology, energy, materials, nanotechnologies, aerospace engineering. It trains also researchers and teachers in the fields of optics and physics. Through the Institut d'optique théorique et appliquée, it participates at the world level to the promotion of knowledges and to the development of new techniques in optics.\nSince September 2006, the set constituted by the École supérieure d'optique and the Institut d'optique théorique et appliquée has been designated by the names Institut d'optique Graduate School or Institut d'optique.", "", "Armand de Gramont, a rich industrialist and friend of Marcel Proust, was the man who had the idea to create the Institut d'Optique. In 1916, Gramont and Henri Chrétien (a French astronomer) were working together at the French Technical Aeronautics Section. Chrétien was working at the time on calculations for optical instruments. They both decided to create the project of building an institute dedicated to teaching Optics. That same year, Gramont became part of a committee that examined inventions that could interest the ministry of Defense. That is where he met Charles Fabry, who had previously become famous thanks to his experimental demonstration of the existence of the ozone layer in the atmosphere. On October 21, 1916, Gramont had lunch with four government ministers. As a result, a new committee was formed, in charge of establishing the project. During the month of November 1917, the first board meeting was held.", "A number of noted French optical scientists have been associated with SupOptique, including Henri Chrétien, Charles Fabry, André Maréchal, and Alain Aspect.\nAs of 2006 the school had 50 permanent faculty members (teachers, teacher-researchers and researchers), 241 students in the ESO engineering diploma programme, 15 students in the national research master programme (some of them matriculated in the université Paris-XI or another institution) and 40 doctoral students (matriculated in the université Paris-XI).", "Like most grandes écoles in France, students have to follow a two or three-year intensive preparation in a classe préparatoire aux grandes écoles (CPGE) before entering the school after having sat a competitive entrance exam. If selected, students can then follow the three-year course. For those undergraduate students, the engineer's degree of the school (diplôme d'ingénieur de l'École supérieure d'optique, 'ESO engineering diploma') is a first degree. About 10 graduate students enter also the first or second year of the engineer's degree programme after sitting an entrance exam.\nThe course lasts for three years. Students have the possibility, during the second year, of taking part in the apprentissage which consists of a partnership between the school and a company. The student will thus follow part of the studies at the school and will work at the company the rest of the time.\nIt is possible to follow courses abroad in universities that have partnerships with the school (such as Imperial College or Cambridge University for instance) for the entire year. Students can also choose to do their second and third years a special branch of the school located in Saint-Étienne or since 2012 at Bordeaux.\nThe first year consists of fundamental physics and engineering sciences (820 hours). At the end of year one, students must do a one-month internship. Year two is centered around optical components (720 hours) and ends with a two-month internship. And finally, during year three, students must choose amongst a variety of specialities and learn how to integrate optical technologies to systems.", "Year one\nMathematics (signal processing, probability and noise), geometric optics, physical optics, polarization, electronics (analogue and digital), computer sciences (numerical analysis and C programming), quantum mechanics, atomic physics, semiconductors, electromagnetism, microprocessors, engineering sciences (automatics), practicals (optics and electronics), communication, English, second language (Spanish, German, Swedish, Chinese, Japanese)\nYear two\nLasers, Fourier optics, aberrations & diffraction, radiometry, detection systems, optical design, computer sciences (C language), laser diodes, electro- and acousto-optics, waveguided optics, non-linear optics, holography, statistical optics, light-matter interaction, statistical physics, biophotonics, electronics (commutation and high frequencies, practicals (optics and electronics), project work, English, second language, innovation in science and engineering, company economy\nYear three\nThree specialities to choose from:\nLaser technology, signal processing applied to imaging, non-linear electromagnetism, optronics, telecommunications, computer sciences (C++ language)\nThree specialities to choose from:\nImaging, opto-electronic components, micro-optics, turbulence imaging, near field microscopy, nanophotonics, plasma, computer sciences (optical design software), micro-fabrication, radar, economy courses at the HEC school in Paris\nThree specialities to choose from:\nOpto-mechanical surfaces, bio-physics, bio-photonics, visualization, quantum optics, pattern recognition, optical sensors, photometric engineering, HEC courses\nCompulsory subjects:\nEnglish, project management, company and contract law, patents, project work (20–30 days)", "Graduates from a university (with a French diploma or degree \"DUT\", \"BTS\", \"licence\", \"master\" or a foreign degree) can be admitted in the first or second year of the ESO engineering diploma programme. Graduates from the École polytechnique and from the École normale supérieure Paris-Saclay can be admitted in the fifth years of this programme.\nThe Institut d'optique Graduate School organizes also a national research master programme in two years (diplôme national de master en sciences et technologie à finalité de recherche mention physique et applications spécialité optique, matière et plasma) for graduate students with a licence or an equivalent foreign degree. Students in the ESO engineering diploma programme have also access to this programme. A doctorate in optics can be prepared in the internationally recognized research laboratory of Institut d'optique, the Laboratoire Charles Fabry; the doctor's degree is awarded by the Université Paris-Sud or the École polytechnique.", "", "Most research groups are part of the Charles Fabry Laboratory since 1998, which is associated to the CNRS and the Université Paris-Sud. Patrick Georges is the director of the laboratory. In 2021, it is composed of 59 permanent staff and 61 PhD students.\nHere are the different research groups of the laboratory (2021):\n\"Quantum Gases\" group (head: Alain Aspect, Christoph Westbrook, Denis Boiron, Isabelle Bouchoule) : study of ultra-cold atomic gases (He*, Rb, K, Sr) (atom optics, Bose-Hubbard systems in 2D and 3D, condensates with tunable interactions, Anderson localization, 1D Bose gases on atom chip)\n\"Quantum optics\" group (head: Philippe Grangier, Antoine Browaeys, Rosa Tualle-Brouri) : foundations of quantum mechanics, quantum communications and cryptography, non-classical states generation and manipulation, Rydberg atoms tweezers arrays for quantum simulation and computing (Rb), collective effects in light-atoms interactions (Rb, Dy)\n\"Imaging and Information\" group (head: Caroline Kulcsár & François Goudail) : digital processing, adaptative optics, polarimetric imaging, co-design of imaging systems\n\"Nanophotonics & Electromagnetism\" group (head: Henri Benisty & Philippe Lalanne) : nano-optics devices and metasurfaces, plasmonics and quantum nanophotonics, thermoplasmonics\nLaser group (head: Patrick Georges, Frédéric Druon) : ultrashort sources, semiconductor lasers, LED pumping, laser systems\nBiophotonics group (head: Michael Canva, Nathalie Westbrook) : in vivo functional imagery, OCT imagery, kinetics of individual biomolecules, biochips, optical tweezers\nXUV optics group and fabrication lab (head: Franck Delmotte) : design and fabrication of high-precision XUV optics for EUV telescopes, soft X-ray microscopy, plasma diagnosis, attosecond physics... The mirrors used for the STEREO mission (NASA project) and for the Solar Orbiter's EUI instrument were made at Institut d'Optique.\nNon-linear photonics group (head: Philippe Delaye)\nIn 2005, the total budget for the research department is 7.8 million euros. The school also has a special body called IOTech that has the function of working on industrial development.", "About 60% of the students have an international experience as they come out of the school, after having gone abroad for a whole year of study or through an internship. It is possible to study abroad at a foreign university or school as part of the degree, through which students usually receive a double diploma.\nInternational partnerships: \nUK: University of Cambridge, Cambridge (Part III of Mathematics Tripos at Department of Applied Mathematics and Theoretical Physics)\nUK: Imperial College, London (Master of Science in optics and photonics, nanophotonic, quantum fields and fundamental forces)\nCanada: Université Laval (Maîtrise en physique)\nUSA: University of Arizona, Tucson (Master of Science in optical sciences)\nUSA: University of Central Florida, Orlando (Master of Science in physics)\nSweden: Royal Institute of Technology (double degree)\nThe \"Optics in Science and Technology\" Erasmus Mundus programme takes part in 23 projects that are recognized by the European Commission. The members of this programme are:\nFrance: Institut d'Optique Graduate School\nFrance: Université de Paris-Sud\nNetherlands: Technische Universiteit Delft, Delft (Master of Science in applied physics)\nGermany: Friedrich Schiller University of Jena, Jena (Diplom-Physiker)\nPoland: Warsaw University of Technology, Warsaw\nUK: Imperial College, London (Master of Science in optics and photonics).", "\"Archived copy\". Archived from the original on 2018-04-12. Retrieved 2018-04-12.\nMembers and associates\nIn USA, \"The Institute of Optics\", part of the University of Rochester, was founded in 1929", "L'Institut d'Optique, with link to the École supérieure d'optique\nThe MSc Optics in Science and Technology of the Erasmus Mundus programme" ]

[ "École supérieure d'optique", "History", "Project and creation", "Academics", "Admission and engineer's degree", "Curriculum", "Post-graduate studies", "Research", "Research teams & activities", "International partnerships", "References", "External links" ]

[ 3338, 3339, 3340 ]

[ 16163, 16164, 16165, 16166, 16167, 16168, 16169, 16170, 16171, 16172, 16173, 16174, 16175, 16176, 16177, 16178 ]

[ "", "", "" ]

[ 4, 4, 4 ]

[ "https://upload.wikimedia.org/wikipedia/commons/3/3b/Groupeescpau.jpg", "https://upload.wikimedia.org/wikipedia/commons/1/12/Groupeescpau2.jpg", "https://upload.wikimedia.org/wikipedia/commons/0/00/Groupeescpau3.jpg" ]

[ "The École Supérieure de Commerce de Pau (or ESC Pau) is a French business school created in 1969.", "", "The campus covers 40,000 square metres and has 10,000 square metres of learning areas for 941 students.\nBroadband Internet, with Wi-Fi wireless connections, which cover all the buildings and the campus. There are more than 60 Internet access points all over the school.\nAn Intranet network that can only be used by students and teachers in the school.", "1 lecture hall with a 300-seat capacity and 1 with 100 seats equipped with networked computers, videoconferencing and video projection on a projection screen.\n21 lecture rooms each with a 40-seat capacity for studying in small groups.\n38 class rooms for lessons in sub-groups (languages and workshops) and teamwork.\n10 rooms reserved for student union associations equipped with computers and telephones to allow you to work on projects in optimum conditions.\n203 open access computers.\n1 language lab.\n1 video and hi-fi control room at students and teachers’ disposal.\n1 video studio to stage the school paper or practice interviews.\n1 business incubator to enable graduates to continue working on a company creation or takeover project when they leave school.", "1 student clubroom renovated in 2003, equipped with an audio control room, a bar, a snack bar service, a relaxation area (sofa, darts, table football, computer games, table tennis tables, etc.), Internet access and a terrace giving onto the campus.\n1 Media Center: a light spacious area that is pleasant to work in, containing 15000 books (French and international academic works, literary works), 350 press subscriptions, an INSEE (National Statistic and Economic study Institute) and APEC (Executive Employment Association) space (access to all the resources of these two organizations.\n1 worldwide electronic library (access reserved to students and teachers) : 11000 newspapers, 8600 international academic periodicals, 100 000 market studies, reports and balance sheets of all European companies, balance sheets and economic perspectives for all the countries in the world, memorandums and summaries of the best academic works. This library is an advantage that you should highlight when trying to obtain a placement or a mission in a company. It is also a practical way to find out what is going on in universities around the world, either for simple information, or from the perspective of studying abroad.", "\"Interview de Sébastien Chantelot, Directeur Général de l'ESC Pau\". 10 July 2017.\n\"Les écoles de commerce de Pau\". http://www.dimension-commerce.com. \n\"Groupe ESC Pau Focus RH\". http://www.focusrh.com.", "http://www.esc-pau.com ESC Pau website" ]

[ "École supérieure de commerce de Pau", "Facilities & Infrastructure", "Campus", "Lecture and class rooms", "Student life", "References", "External links" ]

[ 3341 ]

[ 16179, 16180, 16181, 16182, 16183, 16184 ]

[ "", "One of ESCEM's buildings in Tours." ]

[ 0, 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/b/b7/Escem.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e1/ESCEM_Tours.JPG" ]

[ "The ESCEM School of Business and Management (French: \"École Supérieure de Commerce et Management\") was a business school located in Tours, Orléans and Poitiers in France which is now renamed Excelia Business School.\nESCEM was formed through the merger between the business schools ESC Tours (1982) and ESC Poitiers (1961) in 1998 as well as EGC Orléans in 2012. With a yearly enrolment of about 2'600 business students, ESCEM awarded around 15 different qualifications from Bachelor to Masters level degrees. ESCEM was a former member of Conférence des Grandes Écoles and successively obtained the AACSB and EQUIS accreditation. In 2012, it initiated the project of France Business School.\nIn September 2016, Sup de Co La Rochelle took a majority share of ESCEM.\nIn 2020 ESCEM joined Sup de Co La Rochelle and formed Excelia, a higher education group composed of three main campuses in La Rochelle, Tours and Orléans. It is structured as five schools offering programs from Bachelor (Bac+3) to Master level (Bac+5):\nExcelia Business School\nExcelia Tourism & Hospitality School\nExcelia Digital School\nExcelia Academy\nExcelia Executive Education\nExcelia has 4,550 students and about 40,000 alumni.", "", "ESCEM's Bachelor in Management\nESCEM's Bachelor of Arts in International Business (BAIB)\nESCEM's Master in Management: Two years program (Master 1 and 2)taught in English or in French\nDual award programs in collaboration with Greenwich University entirely taught in English:\nInternational Marketing Communications Program\nInternational Finance Program\nInternational Business Program\nSingle award program taught in English and/or in French\nInternational Management Program\nDual award programs in collaboration with the University of Poitiers\nDual award programs in collaboration with Sherbrook University", "Executive MBA\nInternational MBA (I.MBA)\nMaster Management : ESC Perspective - ESC GE\nMastère in Business (MiB)", "\"ESCEM: Ecole supérieure de commerce et de management\". dimension-commerce.com.\n\"La communauté Excelia s'agrandit : L'ESCEM devient Excelia\". Monde des grandes écoles et universités (in French). 2020-12-10. Retrieved 2020-12-18.\n\"ESCEM MBA 24\". mba24.com.\n\"ESCEM Move On Net\". moveonnet.eu. 12 March 2015.\n\"AACSB ESCEM School of Business and management (Tours-Poitiers)\". aacsb.edu.\nChristine Lagoutte, « À quoi servent les fusions entre business schools ? », Le Figaro étudiant, 22 mai 2012 http://etudiant.lefigaro.fr/orientation/actus-et-conseils/detail/article/a-quoi-servent-les-fusions-entre-business-schools-138\n\"France Business School : un projet ambitieux semé d'embûches - Educpros\". letudiant.fr. Retrieved 2014-03-07.\n\"FNEGE website\". Archived from the original on 2016-09-14. \n\"Excelia\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"ESCEM - Business & Digital School à Tours et Orléans\".\n\"Archived copy\". www.studyramagrandesecoles.com. Archived from the original on 2014-02-22.", "Official website" ]

[ "École supérieure de commerce et management", "Degrees", "Initial Studies", "Continued education", "References", "External links" ]

[ 3342 ]

[ 16185, 16186, 16187, 16188 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/3/3f/Logo_essca_160_png.png" ]

[ "ESSCA School of Management is a French grande école and business school. Historically based in Angers, it now has campuses in Paris, Aix-en-Provence, Lyon, Bordeaux, Cholet, Budapest and Shanghai.\n\nThe school offers several programmes, including a five-year course (known as the \"Grande École\" program) delivering a diploma approved by the French state and conferring the degree of master.\nTriple accredited (AACSB, EQUIS, AMBA), it is part of the Conférence des Grandes Ecoles.", "ESSCA competitive entrance exam takes place after the Baccalauréat, in contrast to some French graduate schools that recruit their students after two years of preparatory classes. The graduate school relies on this exam to keep its admission rate at no more than 600 students per year.", "", "Founded in 1909 by the Dean of the Faculty of Law of the Catholic University of the West, ESSCA became an association (according to the French law of 1901) in 1967 and gained EESPIG certification (as a non-profit institution that works in partnership with the government to contribute to higher education and research) in 2016.\nThe school began by offering a two-year degree, which was extended to three years in 1954. In parallel with its change of location in Angers with the campus move to Belle-Beille, ESSCA's programs were extended in 1969 to four years. Recognized by the State in 1975, ESSCA was the first school offering direct entry after the baccalaureate to become a member of the Conférence des Grandes Écoles in 1977. The school reached the level of older French business schools. It obtained authorization to issue a state recognised diploma in 1980. In 1987, a new building (3,500 m2) was inaugurated on the Belle-Beille site. In 1993, the school opened its Paris and Budapest campuses. Since 1999 the school's masters programs have been completed in five years, aligning the MSc in management with comparable business schools in France and Europe.\nESSCA joined the ‘Management Chapter’ of the Conférence des Grandes Écoles in 1993. As part of the Bologna Process and the Bachelor-Master-Doctorate reforms, the duration of the main programme (\"Grande École\") was increased to 5 years in 1998, providing an integrated master's programme\nThe global expansion of the school started in the 1980s was consolidated by the opening of its Shanghai campus in 2006. At its 100th anniversary in 2009, ESSCA had campuses in Angers, Paris, Budapest and Shanghai.", "In 2001, the site In Angers was enlarged by 2,500 m2. From 2004 onwards, and after having integrated the Bologna reforms, the \"Grande École\" programme was recognised as a master's degree. This same programme obtained its first international accreditation in 2006: the EFMD Programme Accreditation System (EPAS) from EFMD. ESSCA was the first post-baccalaureate business school to obtain this accreditation. The 2006-2010 period was marked by the opening of the Shanghai site (2007), the extension of the original site in Angers (2009) and the relocation of the Paris site to Boulogne-Billancourt (2010), in order to accommodate larger numbers. In 2012, the \"Grande École\" programme offered its first apprenticeship work-based specialization in the fourth and fifth years.\nESIAME (the Bachelors level programme) left the ESSCA group in 2009, to be taken up by the Maine-et-Loire chamber of commerce and industry. The programme re-joined the ESSCA portfolio in 2016. At the start of the 2016 school year, the programme was available in Cholet and in Paris under the name Bachelor of Business Management (BBM) in International Management (ESIAME). Since then the Bachelor programme has developed and been renamed Bachelor in International Management (BMI) and is now also provided on the Aix-en-Provence, Bordeaux and Lyon campuses.\nIn 2014, ESSCA obtained a second international accreditation (AACSB) [13]; then a third in 2016 (EQUIS). In 2017, ESSCA is accredited by AMBA, and thus joins the small number of business schools with triple accreditation.", "ESSCA received EPAS accreditation from the European Foundation for Management Development on 24 April 2006, becoming the first French graduate school to be awarded this international label. In May 2014, ESSCA also received AACSB-accreditation and was awarded the EQUIS accreditation in June 2016.\nThe school grants a Grande École master's degree (MSc in management), including several options for double-degree arrangements with French and foreign business schools and universities in Economics, International Business and other subjects.\nESSCA is also a member of the \"Conférence des Grandes écoles\".", "", "ESSCA's 17,200 m² building is located on the Belle Beille campus in the centre of a park, and boasts 18 amphitheatres (including one that seats 350), 40 classrooms, one multimedia room, three computer rooms, one 900 m² media library, one meeting area, and offices for students’ associations, professors and tenured academics, as well as meeting rooms.", "This campus is located in Boulogne-Billancourt, a city in the Hauts-de-Seine “department” considered a major economic centre in the Paris region. It is part of the Grand Paris Communauté Seine Ouest, which employs 100,000 individuals and is home to many corporate head offices.\nSurrounded by gardens and greenery, the building (7,500 m² over eight storeys) is located on the riverbanks of the Seine close to the Pont de Saint-Cloud subway station.\nThe new premises in Paris intend to promote research and specific study projects, allow for the continued development of the School's international profile by significantly increasing its capacity to accommodate students from around the world, and add to its educational programmes, in particular in the field of continued education.\nThanks to these new infrastructures, students may now complete the full undergraduate programme (three years) and then continue their specialisation through the Master programme in Paris.\nESSCA has recently opened a business incubator to provide even greater support to its young entrepreneurs. In addition, the “La Maison de l’ESSCA” foundation will welcome all of its preferred partners (businesses, institutions, graduates, etc.).\nESSCA also has campuses in Aix-en-Provence, Bordeaux (new building in the Bassins à Flot district in 2020, 2,700 m2), Cholet, and Lyon (new building in 2019).", "ESSCA has had a base in Budapest since 1993 and is the only French Business School in Hungary granting a degree accredited by the Conférence des Grandes Ecoles. ESSCA Budapest has welcomed and educated close to 1,000 students from Hungary and Central Europe, along with students from around the world. Most of them now hold senior positions in commercial and management fields\nThe seven storey building built in 2007 in the heart of the city, along the Danube: the \"Studium\". ESSCA Grande Ecole Students may spend one or two semesters at ESSCA Budapest.", "ESSCA is particularly invested in its relation with China. After having signed various cooperation agreements with such prestigious universities as Sun Yat Sen University in Guangzhou, Tong Ji University in Shanghai, Hong Kong Baptist University, Macau University and Macau University of Science and Technology, ESSCA opened an office in Shanghai in 2006 together with its associate partner ESAI.\nThe centre has two objectives:\n- To inform and recruit degree-seeking students from China into ESSCA various programmes\n- To offer students from ESSCA and partner universities in Southeast Asia, more particularly, classes in English in economics and trade in China, as well as Chinese language classes", "The school has partnerships with 214 universities and business schools in more than 50 countries, such as McGill University, Australian National University, Sophia University, Boston University and Saint Mary's University . It currently has 22 double-degree programs which offer students the opportunity to obtain the degree of the partner university.\nESSCA organises specific welcome activities and weekends for all international students at each of the four campuses. Before arrival, staff and tutors are in contact via email and at the beginning of a new semester, orientations days are organized to help the international students get to know the school, settle into their accommodation and into student life. Throughout the year, staff are on-hand to help with all kind of issues and student associations organise activities specifically for the international students to help them integrate with the local students, and to get to know the city and the local environment.", "Incoming international students may study as either a degree-seeking student or as an exchange student. Degree-seeking students can choose to study in either French or English. Applicants in their final year of secondary school can apply for entry in the first year of the ESSCA \"Grande Ecole Master programme\" taught in French. Applicants with a first degree of Bachelor level can apply for entry into the last two years of the ESSCA \"Grande École Master programme\". Accredited both by the French Education Ministry and by EPAS, the EFMD programme accreditation programme, it offers a broad range of specialisations, for example, Banking and Finance, Management Accounting, Customer Relationship Marketing, Entrepreneurship, Management of Automotive Networks and several others.\nThose wishing to study in English can choose one of the following programmes\n- Master programme – Major in International Business\n- Master of China-Europe Business Studies\n- Master programme – Major in Consumer Goods Marketing\n- Master programme – Major in Entrepreneurship", "Exchange students have a wide choice of courses in Angers, Paris, Budapest and Shanghai both in the Fall and Spring semesters and Summer programmes in English. Students wishing to study in French should come to Angers.", "Undergraduate Business programmes\nFirst and second years in French (fall/spring semesters)\nThird year core curriculum in English (fall/spring semesters)\nGraduate business programmes\nMaster in Management in French (fall/spring semesters)\nMaster in international business in English (fall semester)\nMaster in consumer goods marketing (fall semester)\nMaster in entrepreneurship (fall semester)\nAngers Summer Programme in English (mid-June to mid-July)", "Undergraduate business programmes\nThird year core curriculum in English (fall/spring semesters)\nGraduate business programmes\nMaster's in finance in English (spring semester)\nParis summer programme in English", "Undergraduate business programme in English (fall/spring semesters)\nGraduate business programme in English (fall/spring semesters)\nBudapest summer programme in English (May)\nBudapest summer programme in English (June)", "Undergraduate business programme in English (fall/spring semesters)\nGraduate business programme in English (fall/spring semesters)\nShanghai summer programme\nNB: A limited number of places for exchange students is offered.", "ESSCA aims to offer short programmes for students looking to widen their horizons and gain academic credit. The summer programmes on each of campus last for four or five weeks.", "The four-week Angers Summer Programme is open to all ESSCA's exchange partners. It begins with three weeks in the Loire valley city of Angers, then moves to Brussels for several days, with the final week in Paris. The programme offers an opportunity to be part of a multi-cultural student group, learn about Europe and gain credit.\nThe programme is open to both undergraduate and graduate students. It is specially designed for students of business and management, political sciences and international relations but applications submitted by students from other disciplines may also be considered. The programme is taught entirely in English, non-native-speaker applicants should therefore be sure to communicate in English without problems.", "The four-week Paris Summer Programme offers two course pairings:\nTeaching is carried out by the regular ESSCA research staff and adjunct professors with the possibility of guest speakers and outings.\nCultural events will also be offered during the 4 weeks. Instruction is in English and participants will be expected to speak and write in English on an academic level.", "This intensive four-week programme takes place the last week of June to the third week of July. The programme is open to graduate students only. Company visits are associated with specific courses.", "The programme comprises five weeks in June and July to discover and understand China with ESAI, ESSCA's Graduate School of Management associate School in Shanghai. Taught entirely in English.", "Education in France\nGrandes écoles", "ESSCA Group - A Timeline of ESSCA\n\"ESSCA , Ecole de commerce | History\". Essca.fr. Retrieved 7 July 2012.\nEPAS - EFMD Programme Accreditation System \n\"L'ESSCA prend de la hauteur et obtient le label européen EPAS !\". Studyrama.com. Retrieved 7 July 2012.\n\"Accréditations et Memberships\". essca.fr. Retrieved 26 February 2015.\n\"EQUIS Business School Accreditation Awarded to Catolica Porto Business School and ESSCA\". equis.com. Retrieved 6 July 2016.\n\"ESSCA , Ecole de commerce | Listes\". Essca.fr. 7 March 2012. Retrieved 7 July 2012.", "Official website" ]

[ "École supérieure des sciences commerciales d'Angers", "Overview", "History", "Creation and development", "Recent developments", "Accreditations and Memberships", "ESSCA's 8 Campuses", "Angers", "Paris", "Budapest", "Shanghai", "International Relations", "Degree-Seeking Students", "Exchange Students", "Angers", "Paris", "Budapest", "Shanghai", "Summer programmes", "Angers summer programme", "Paris summer programme", "Budapest summer programme", "Shanghai summer programme", "See also", "References", "External links" ]

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[ 16189, 16190, 16191, 16192, 16193, 16194, 16195, 16196, 16197, 16198, 16199, 16200, 16201, 16202, 16203, 16204, 16205, 16206, 16207, 16208, 16209, 16210, 16211, 16212, 16213, 16214, 16215, 16216 ]

[ "Entrance to Fontenailles" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/6f/Allee-Fontenailles-Ecommoy-Sarthe.JPG" ]

[ "Écommoy ([ekɔmwa]) is a commune in the Sarthe department in the Pays de la Loire region in north-western France.\nThe municipality covers 28.5 km ² and 4,662 inhabitants since the last population census from 2004. With a density of 163.6 inhabitants per km ² Écommoy rose by 8.0% of its population by 1999.", "Communes of the Sarthe department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 2 December 2020.\n\"Populations légales 2018\". INSEE. 28 December 2020.\n\"Annuaire-mairie\"" ]

[ "Écommoy", "See also", "References" ]

[ 3344 ]

[ 16217 ]

[ "Écomusée du fier monde", "" ]

[ 0, 2 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/6a/Ecomusee_du_Fier_Monde.jpg", "https://upload.wikimedia.org/wikipedia/commons/9/90/Museum_btn.png" ]

[ "The Ecomusee du fier monde is a museum about the industrial and working-class people of South Central Montreal, Canada, one of the city's oldest neighbourhoods. The museum is in the Bain Genereux, an art deco former indoor public bath, modeled on one in Paris and built in the 1920s. It is located at 2050 rue Atateken.\nThe name translates to \"Ecomuseum of the Proud People\".", "\"Écomusée du Fier Monde\". Lonely Planet. Retrieved 21 December 2011. \nData taken from Magazine Musees Montreal 2008.09.", "Museum website" ]

[ "Écomusée du fier monde", "References", "External links" ]

[ 3345 ]

[ 16218 ]

[ "The church of Saint-Laurent d'Écoquenéauville and the war memorial" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/93/%C3%89glise_Saint-Laurent_d%27%C3%89coquen%C3%A9auville_%282%29.JPG" ]

[ "Écoquenéauville ([ekɔkneovil]) is a former commune in the Manche department in Normandy in north-western France. On 1 January 2016, it was merged into the commune of Sainte-Mère-Église.", "Communes of the Manche department", "Téléchargement du fichier d'ensemble des populations légales en 2019, INSEE\nArrêté préfectoral 2 December 2015 (in French)" ]

[ "Écoquenéauville", "See also", "References" ]

[ 3346 ]

[ 16219 ]

[ "Écorché by Leonardo da Vinci.", "Écorchéchisel (H. 33 cm. L 21.8 cm) realized after Peter Paul Rubens after 1640 by Paulus Pontius. - Engraving No. SNR - 3 PONTIUS. Photograph taken during the exhibition Rubens Europe - Louvre Museum .", "Terracotta Anatomical study by Willem van den Broecke,1563", "", "", "", "" ]

[ 0, 0, 0, 5, 5, 5, 5 ]

[ "https://upload.wikimedia.org/wikipedia/commons/4/4d/A_Dead_or_Moribund_Man_in_Bust_Length.jpg", "https://upload.wikimedia.org/wikipedia/commons/1/12/0_%C3%89corch%C3%A9_-_Paulus_Pontius_-_SNR_-_3_PONTIUS_-_BNF_%283%29.jpg", "https://upload.wikimedia.org/wikipedia/commons/0/06/Willem_van_den_Broecke_-_Anatomical_study.jpg", "https://upload.wikimedia.org/wikipedia/commons/6/6f/Van_Gogh_-_Gipsmodell_eines_knienden_Mannes.jpeg", "https://upload.wikimedia.org/wikipedia/commons/8/89/Jacques-Fabien_Gautier-Dagoty%2C_French_-_Muscles_of_the_Back_-_Google_Art_Project.jpg", "https://upload.wikimedia.org/wikipedia/commons/7/72/An_%C3%A9corch%C3%A9_figure_%28life-size%29%2C_lying_prone_on_a_table_Wellcome_L0020561.jpg", "https://upload.wikimedia.org/wikipedia/commons/8/87/%C3%89corch%C3%A9_cavalier_Fragonard_Alfort_1.jpg" ]

[ "An écorché ([ekɔʁʃe]) is a figure drawn, painted, or sculpted showing the muscles of the body without skin, normally as a figure study for another work or as an exercise for a student artist. The Renaissance-era architect, theorist and all-around Renaissance man, Leon Battista Alberti, recommended that when painters intend to depict a nude, they should first arrange the muscles and bones, then depict the overlying skin.\nSome of the first well known studies of this kind were performed by Leonardo da Vinci, who dissected cadavers and created detailed drawings of them. However, there are some accounts of this same practice taking place as far back as ancient Greece, though the specifics are not known.", "The term écorché, meaning literally \"flayed\", came into usage via the French Academies (such as the École des Beaux Arts) in the 19th century.", "Although there are some accounts of practices similar to écorché as far back as ancient Greece, the degree of similarity is unclear. The term as used today can be applied with the greatest confidence to the Renaissance period onwards.", "During the Renaissance in Italy, around 1450 to 1600, the renewed interest in classical Greek and Roman art styles led to the study of the human anatomy. Human dissection had been banned for many centuries due to the belief that body and soul were inseparable. It wasn’t until the election of Pope Boniface VIII that the practice of dissection was permitted for medical observation.\nMany painters and artists scrupulously documented and even performed dissections themselves. Among them were Leonardo da Vinci and Andreas Vesalius, two of the most influential artists in anatomical illustrations. Leonardo da Vinci, in particular, was so detailed in his studies that he was known as the “artist-anatomist” and the foremost pioneer of the depiction of anatomy. Leonardo’s anatomical studies contributed to artistic exploration of the movement of the muscles, joints and bones. His goal was to analyze and understand the instruments behind the postures and gestures in the human body.", "The study of anatomical figures became popular among the medical academies across Europe around the 17th and 18th century, especially when there was a lack of bodies available for dissections. Medical students relied on these figures because they provided a good representation of what the anatomical model looks like. The écorché (flayed) figures were made to look like the skin was removed from the body, exposing the muscles and vessels of the model. Some figures were created to strip away the layers of muscles and reveal the skeleton of the model. Many of the life-size scale écorché figures were reproduced in a smaller scale out of bronze that could be easily distributed.\nÉcorché figures were commonly made out of many different materials: bronze, ivory, plaster, wax, or wood. By the late eighteenth and early nineteenth centuries, wax was the most popular use of material in creating écorché statues. The production of colored wax anatomies allowed for a variety of hues and tone that makes the models appear realistic.", "The écorché form of study still continues at traditional schools throughout the world including the New York Academy of Art, the Art Students League of New York, the Grand Central Academy of Art in New York City, the Pennsylvania Academy of the Fine Arts in Philadelphia, and the Academy of Art University in San Francisco.", "Bartholomew the Apostle\nBody Worlds", "Écorché defined at ArtLex.com\nLemire, M (1 December 1992). \"Representation of the human body: the colored wax anatomic models of the 18th and 19th centuries in the revival of medical instruction\". Surgical and Radiologic Anatomy. 14 (4): 283–291. doi:10.1007/BF01794751. PMID 1290141. S2CID 25318254.\nGinn, Sheryl R.; Lorusso, Lorenzo (16 July 2008). \"Brain, Mind, and Body: Interactions with Art in Renaissance Italy\". Journal of the History of the Neurosciences. 17 (3): 295–313. doi:10.1080/09647040701575900. PMID 18629698. S2CID 35600367.\nWallace, Martin Kemp, Marina (2001). Spectacular bodies : the art and science of the human body from Leonardo to now. London: Hayward Gallery. pp. 22–90. ISBN 978-0520227927.\nKeele, Kenneth D. (October 1964). \"Leonardo Da Vinci's Influence on Renaissance Anatomy\". Medical History. 8 (4): 360–370. doi:10.1017/s0025727300029835. PMC 1033412. PMID 14230140.\nOwen, Harry (1 April 2012). \"Early Use of Simulation in Medical Education\". Simulation in Healthcare. 7 (2): 102–116. doi:10.1097/SIH.0b013e3182415a91. PMID 22374231. S2CID 43333756.\nDARLINGTON, ANNE (1 December 1986). \"The Teaching of Anatomy and the Royal Academy of Arts 1768-1782\". Journal of Art & Design Education. 5 (3): 263–271. doi:10.1111/j.1476-8070.1986.tb00207.x.\n\"Academy of Art University On Campus Labs\" (PDF). academyart.edu. Academy of Art University. Retrieved 23 November 2016.", "Media related to Écorché at Wikimedia Commons" ]

[ "Écorché", "Etymology", "History", "Renaissance", "17th–19th centuries", "21st century", "See also", "References", "External links" ]

[ 3347, 3348, 3349, 3350, 3351, 3352, 3353 ]

[ 16220, 16221, 16222, 16223, 16224, 16225, 16226, 16227, 16228, 16229 ]

[ "The church of Saint-Agnan in Écorches", "The Corday house" ]

[ 0, 1 ]

[ "https://upload.wikimedia.org/wikipedia/commons/c/c9/FranceNormandieEcorchesEglise.jpg", "https://upload.wikimedia.org/wikipedia/commons/6/68/Corday_maison.JPG" ]

[ "Écorches ([ekɔʁʃ] (listen)) is a commune in the Orne department in northwestern France. It is the birth place of Charlotte Corday, Girondist and assassin of Marat.", "Charlotte Corday (1768–1793) was born here, in the hamlet of Saint-Saturnin-des-Ligneries.", "Communes of the Orne department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 2 December 2020.\n\"Populations légales 2018\". INSEE. 28 December 2020." ]

[ "Écorches", "Notable people", "See also", "References" ]

[ 3354 ]

[ 16230 ]

[ "The church in Écordal" ]

[ 0 ]

[ "http://upload.wikimedia.org/wikipedia/commons/a/a7/Eglise_et_Place_Ecordal_08130.jpg" ]

[ "Écordal ([ekɔʁdal]) is a commune in the Ardennes department in northern France.", "", "Communes of the Ardennes department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 9 August 2021.\n\"Populations légales 2019\". The National Institute of Statistics and Economic Studies. 29 December 2021." ]

[ "Écordal", "Population", "See also", "References" ]

[ 3355 ]

[ 16231 ]

[ "The church of Saint Pierre" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/9a/Ecorpain_-_%C3%89glise_01.JPG" ]

[ "Écorpain is a commune in the Sarthe department in the Pays de la Loire region in north-western France.", "Communes of the Sarthe department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 2 December 2020.\n\"Populations légales 2018\". INSEE. 28 December 2020." ]

[ "Écorpain", "See also", "References" ]

[ 3356 ]

[ 16232 ]

[ "" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/9/91/%C3%89glise_Saint-Denis_d%27%C3%89cos.JPG" ]

[ "Écos ([eko]) is a former commune in the Eure department in northern France. On 1 January 2016, it was merged into the new commune of Vexin-sur-Epte.", "", "Communes of the Eure department", "Téléchargement du fichier d'ensemble des populations légales en 2019, INSEE\nArrêté préfectoral 4 December 2015 (in French)" ]

[ "Écos", "Population", "See also", "References" ]

[ 3357 ]

[ 16233 ]

[ "The town hall in Écot" ]

[ 0 ]

[ "https://upload.wikimedia.org/wikipedia/commons/6/6a/Ecot_01.JPG" ]

[ "Écot ([eko]) is a commune in the Doubs department in the Bourgogne-Franche-Comté region in eastern France.", "", "Communes of the Doubs department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 9 August 2021.\n\"Populations légales 2018\". The National Institute of Statistics and Economic Studies. 28 December 2020.", "Official website (in French)" ]

[ "Écot", "Population", "See also", "References", "External links" ]

[ 3358 ]

[ 16234 ]

[ "", "Henry IV stayed here", "Plan de masse du Vieil Écouché-copy", "Tower Écouché", "Farm from north", "Chateau and garden", "Arches Écouché", "18th century lime kiln cross section", "Écouché market", "Écouché arches" ]

[ 2, 2, 3, 4, 5, 5, 6, 6, 7, 9 ]

[ "https://upload.wikimedia.org/wikipedia/commons/8/86/William-poster-cutout.jpg", "https://upload.wikimedia.org/wikipedia/commons/b/b0/Original_photo_with_iphone_filters_of_where_Henri_IV_stayed_in_the_16th_century.jpg", "https://upload.wikimedia.org/wikipedia/commons/e/e5/Plan_de_masse_du_Vieil_Ecouch%C3%A9-copy.jpg", "https://upload.wikimedia.org/wikipedia/commons/5/57/Tower_ecouche.jpg", "https://upload.wikimedia.org/wikipedia/commons/2/2b/Farm_from_north.jpg", "https://upload.wikimedia.org/wikipedia/commons/9/92/Chateau_and_garden.jpg", "https://upload.wikimedia.org/wikipedia/commons/f/f5/Arches_Ecouche.jpg", "https://upload.wikimedia.org/wikipedia/commons/2/2e/Encyclopedie_volume_1-080.png", "https://upload.wikimedia.org/wikipedia/commons/d/dc/Ecouche_market.png", "https://upload.wikimedia.org/wikipedia/commons/e/eb/Ecouche_arches_s.png" ]

[ "Écouché ([ekuʃe] (listen)) is a former commune in the Orne department in north-western France. On 1 January 2016, it was merged into the new commune of Écouché-les-Vallées.", "Écouché stands out today for the monumental church, a very rare Republican altar, several medieval merchants' houses, a number of original towers, a network of well-conserved lanes and – a reminder of the ordeal of World War II and the Liberation – a Sherman assault tank.\nUntil 2015, Écouché was the administrative centre of a canton within the arrondissement of Argentan.", "The origin of human settlement remains obscure. It can be supposed that the Gauls(Celts) and the Gallo-Romans recognised the advantages of the site, but the earliest written documents available that mention SCOCEI date only from 1066 (a grant of tithes from Gacé and Écouché by William the Conqueror to his wife Mathilda at the Ladies' Abbey (Abbaye aux Dames\n) in Caen).\nSCOCEI viendrait du mot SCOTTI, moines irlandais du 6è siècle (Jean-Michel Picart, Université de Dublin)\nThe place-name later evolved to Scocetum, Escocheum, Escochie, Escouche and finally Écouché.\nDisputes have arisen over the origin of the name, but the more classical version is that it started with a man's name of SCOTTIUS followed by the Latin possessive suffix ACUS, meaning \"the property of Scottius\". This implies a Roman origin\n1045: the town had to meet the demands of the three sons of Guillaume Soreng, bandit chiefs who attacked the Diocese of Sées with fire and sword.\n1136: In the wars of succession between the heirs of William the Conqueror, the troops of Geoffroy invaded Normandy at Ecouché. The inhabitants fled, but not before burning their own village down. In this disaster the battlements disappeared, never to be rebuilt.\nHundred Years War (1337–1453): In 1445, during the English occupation, a garrison of 16 mounted lancers and 48 archers was installed, matching what happened in the nearby fortified towns of Falaise and Argentan – which gives an idea of the importance of our town at that time.\n1450: When Normandy was reconquered by the French, it was in Ecouché that King Charles VII of France signed the confirmation of the letters patent of the University of Caen, which had been created by the King of England.\nWars of Religion (1562–1598): Although, nearby Argentan was besieged, destruction spared Écouché, which found a way of managing the situation, favouring Catholicism.\n1589: the celebrated Henry Navarre IV, King of France, when waging war to bring Normandy under his sway, stayed in the ancient Hartshorn Inn situated North-East of the present Rue Pierre Trévin, where his room was kept intact until the mid-19th century. \nFrench Revolution 1789–1799: The majority of the population joined the Revolutionary forces against the Royalist guerrillas (chouannerie).\nNapoleonic Wars 1803–1815: after Waterloo, several Prussian general staffs took over the mayor's house.\nWorld War I 1914–1918: The town lost 57 of her sons.\nWorld War II 1939–1945: Écouché became a centre of Resistance activities and the scene of intense fighting during the Falaise Pocket, completing the hard fought Battle of Normandy. 6 June 1944 was the first bombing with major civilian casualties.", "The description of Écouché as a CASTRUM found in 12th century charters is a form of language indicating a \"ville bateice\", meaning a town without walls, fortified only with palissades and featuring a wooden stronghold atop the feudal mound or motte (motte castrale, motte feudal).\nThe Écouché palissades, however, were reinforced with a belt of water, or moat, made up of the natural rivers and some ditches filled with water from the rivers. As an example, the Angevine ditch was 8 metres (26 ft)wide and 1.80 metres (6 ft)deep. Defences like this trench were only useful against minor assaults like roving bands of unemployed soldiers or brigands. But the town kept its moats for a long time. They were in a bad state at the beginning of the 16th century and the inhabitants secured permission from King François I to raise a tax on the retail sale of drinks in order to restore the moats, and extend them towards the Udon marshes.\nIn 1589 further work was carried out by the prisoners of the Duke of Montpensier.\nOver the years sector after sector silted up and in the 17th century the moats around the mound were sold by their owner, the feudal lord, as a building site. More recently, others disappeared when the railway line became a two-way track in 1910.\nThe name of one street, the Rue des Fossés Meslet, keeps the memory of the moats in mind.\nEntry to the town was by four gates provided with watch-towers:\nBourges Gate, later Saint-Mathurin Gate, towards Argentan, near where the city hall or mairie is.\nSaint Nicholas Gate, towards Boucé and Carrouges\nUdon Gate, towards Brittany\nFalaise Gate, by the main bridge over the Orne river.\nThe mound at the centre of Écouché, although rendered useless by the fire of 1136, was a reminder of the feudal lord's authority. It was reduced in volume only at the beginning of the 19th century, after the Revolution, to allow some dwellings to be built near the church. What remains of the mound is now covered with private gardens.", "Originally, the stone towers (in Écouché usually hexagonal) were places of observation of the surrounding countryside and of defence at the town gates. There remain vestiges of the sentinels' places of rest and observation.\nOwnership of a tower soon became a status symbol for the better-off, and in the 15th century new ones grew up in various places around the town; fifteen survive today. They were also useful as containing staircases between the various levels of the house. The tower-staircase thus became the backbone of the building, usually situated on the rear façade, that giving on to the street being reserved for trade. Inside the tube, the winding staircase, made of limestone, is of spiral form in which one end of each step fits into the outer wall, and the other end into a central column. It may turn to the right or the left at the choice of the builder. Such steps are usually constructed to turn in a clockwise direction going up, the right hand at the central column. Going down, the right hand goes against the wall. But in Écouché and the surrounding areas, most staircases built in the 15th century turn to the left – English style, as it is said. It is unknown if this was from the 30 years of English occupation during the Hundred Years War. A possible explanation of this originality is that it affords the defender better protection in the event of a last-stand fight inside the tower: in combat with the sword or even with the pistol, the defender is less exposed than the assailant.\nThe towers, or at least some of them, were linked by a network of tunnels which is today impassable, although legend has it that \"a barrel filled with gold\" lies within it.", "The Lords\nWith the exception of a few years in the 18th century, the feudal lords of Ecouché never made it their home. Alfred de Caix drew up a long list of the lords in his Histoire du bourg d'Écouché, most notable of whom were:\nRaoul de Gacé\nWilliam the Conqueror, Duke of Normandy, King of England (1028–1089)\nGirard de Gournay, who took part in the Crusade of 1096\nThereafter, and for five centuries, the lordship was split into two branches:\nHugues de Gournay, who shone at the siege of St.John of Acre in 1192\nKing Philippe Auguste, of France (1165–1223)\nHenry FitzHugh, Chamberlain of the King of England during the English occupation\nKing Henry of Navarre (1503–1559)\nthe Harcourt family\nReunification of the lordship\nGabriel II, Count de Montgomery, of an old Norman and English family, purchased one half of the lordship at auction on 13 May 1607 for the sum of 20,000 Pounds. He then inherited the other half from Girard de Gournay; Gabriel II was the son of the accidental murderer of King Henri II in a tournament in Paris in 1559\nJean Baptiste Ango, who was the last of the lords. \nÉcouché was a barony with responsibility for feudal judicial and administrative practices.\nJustice\nThe lords made a show of their power by erecting three gibbets, but in practice exercised only lower judicial powers delegated to an executive sergeant of the Seneschal, a judge who dealt mainly with matters of tax collection and observance of customs.\nFor higher judicial matters, Écouché was attached to Exmes and later to Argentan. Until the Revolution, cases coming from the thirty-odd surrounding parishes were heard every fortnight in the courtroom above the Hall. Access to the court was by way of the storeys exteriors still in existence.\nThe Lords' Resources\nThey received:\nA duty on animals and merchandise in transit, for the maintenance of roads and pathways\nTaxes on the sale of drink in inns and property transfer duties (4 deniers per contract).\nIn addition, they had the right to appoint the langueyeurs, i.e. those who checked that pigs were in good health prior to consumption.\nThe Lords' Properties\nThe Manor House built in the 17th century beside the mill\nThe covered market comprising 4 buildings\nThe corn mills, together with mill races, fisheries, waters and rivers\nMeadows totalling about a dozen acres\nA four-acre field for crops\nCommon marshlands near the Udon and the Cance, but without right of exploitation\nWalls, towers, ditches, bridges, the mound and other defensive structures.\nÉcouché, a city\nÉcouché was elevated to a city and thus released from feudal dues. The bourgeois was exempt from:\nFeudal rents\nInheritance tax\nPersonal services for the lords of the manor\nMaintenance of the mills\nDuties and excise in the markets.\nHowever, the borough was obliged to undertake maintenance of the arches of the bridge, the town defence structures, the feudal mound and the sergeant's premises, as well as to remunerate the latter every year in the form of:\nOne pair of \"good and sufficient\" shoes\nA small contribution on the occasion of marriages\nOne sheaf of corn for each harvester\nTwo deniers per year for policing the markets\nTwo eggs at Easter and two deniers at Christmas for each family\nFees for participating in rent collection.", "Markets: Every Tuesday and Friday the residents of the town, people from surrounding parishes and more or less regular peddlers descended on the Place d'Armes and the Place du Marché, while those who kept permanent shops under the porches of their houses in the Main Street served an increased number of customers. \nPurchases were made by barter or with hard cash. Deals were made orally for the most part and always ended with a glass in one of the numerous taverns in the town.\nCommercial and festive activity was accentuated with annual fairs:\nCandlemas, 3 February (2 days)\nAscension Friday (1 day)\nAngevine, 9 September (3 days), which existed already under Philippe le Bel (King, 1285–1314)\nSaint François, the Friday before 4 October (1 day)\nSainte Catherine, the Friday before 25 November (1 day)\nCommercial activity in Écouché was such that in the 16th century the value of the bushel in Argentan was changed to 16 pots so as to be the same as the Ecouché bushel.\nThe high degree of commercial activity is confirmed by the market halls consisting of four buildings, the large market, the small market, the grain market and the meat market. The Industrial Revolution of the 19th century halted this economic development: already in 1842 the textiles market closed and in 1922 the meat market was pulled down.\nSixty per cent of the old buildings have now been destroyed – a sign of the decline of the once intense commercial life. Of the great gatherings, only the Angevine and the weekly Friday market remain.\nSaint Mathurin's Hospice: first Hôtel-Dieu, then a hospice, then a hospital, now a retirement home.\nLIME quarry and ovens\n\nThe limestone plateau of Joué du Plain, on the Southern edge of Écouché, is rich in Jurassic deposits used for making mortar, and has been quarried for a very long time. It is known that the Romans used mortar as a building material, and spread it beneath the paving of their roadways. The same process is used today to protect motorways from frost. \nFive hundred years ago, lime was made by masons in small upright ovens situated either near the quarry or close to the building site, after transporting the limestone rocks and kindling there. Crushed limestone rocks and firewood were laid in alternate layers so as to facilitate calcination of the stones, and obtain an oxyde of calcium. The ovens were about ten metres high and, not resisting the heat, could be used only once. Some farmers used the same method at the beginning of the 20th century.\nAt the beginning of the 18th century permanent mortar ovens appeared in Ecouché, operated by professional owners. These ovoid ovens, without chimneys, were manually dug out of the rock in batteries of five or six ovens, beside the quarry. They were equipped with a mouth for loading, about 1.20 metres (4 ft)in diameter, and with another mouth for unloading of between 0.40 and 0.70 metres (1 ft 6 inches and 2 ft. 4 inches) in diameter. A statue of the Virgin Mary placed in a niche looked over each batch of ovens.\nIt became recognised during the 19th century that lime was also beneficial for restoring agricultural soils, and production of it was increased. In his almanach of 1842, L.J. Chrétien cites the case of Monsieur de Cénival, who more than doubled his crop production owing to liming.\nThe ovoid ovens were improved with the addition of chimneys, and later by the use of refractory bricks which extended their life to twenty years without need for rebuilding.\nIn 1930 a new plant was installed at La Répicherie, not far from the railway station – for now production was being transported to destinations further and further away. Each oven could produce 25 tons per day in continuous production, or 16 to 17 tons per effective working day of 10 hours. The limestone was quarried from a face of 200 metres and rocks were transported to the plant in aerial buckets suspended from cables 1,200 metres long, like those used in the mountains.\nIn 1961, during the full season from September to March, 60 workmen were employed in the plant. During the dead season some of them would be laid off, and the permanent ones work on organising the stock and outside construction jobs.\nLater, the ovens were put back in the quarry. A drying system made it possible to process very fine and humid matter and to improve production (150 tons of mortar per day in 1966).", "Like everywhere else, many people worked in the fields. Cereal production mainly, but also cattle and pigs, kept day workers busy, hiring out their hands to this farmer or that, while their wives and children look after their own thin herds on the common wetlands. But Écouché also uses the surrounding waterways to develop industrial activities.\nIn 1723, some mills produced ratteen or Ecouché sheets, much valued. A factory producing large sheets in the fashion of Lisieux, bought mainly by merchants from Falaise who take them to Brittany, employed 150 workers in 1789; but only about 50 in 1809. In addition, local industry was producing kerchiefs and Siamese calico.\nIn 1819, Richard-Lenoir set up an establishment with 40 looms employing 63 workers producing 7 metres of quilting and 48 of bombazine per day. They also made sackcloth, called vimoutières.\nAccording to Chrétien, in 1842 they were producing four types of fabric: farmers' sheets and Cadiz sheets made from local wool were supplied to the cantons of Briouze and Putanges and the region around Domfront; sheets from wool and cotton striped in various colours, called Saint-Lô; and a coloured fabric on cotton thread, called African, which adorned the countrywomen of the cantons of Ecouché, Briouze, Carrouges, Mortrée, Argentan and Trun. Chrétien mentions a mechanical spinning-mill employing 40 men, 20 children and 5 spinsters, plus 3 tanneries and 2 tawers (leather-dressers). These products were offered for sale in Great Hall in the Market Place.\nThe people of Écouché are business-minded and their pugnacity, well known in the region, earned them some nicknames considered not very flattering. The rivalry between the bell towers led the people of Argentan to say:\n\"From Écouché comes neither fair wind (stench of tanneries) nor fair person (sharp-nosed in business).\"", "During World War II Écouché's buildings and homes suffered 15% heavy damage from aerial bombing and street fighting during the liberation. Most of the destruction followed the railroad tracks.\nLocal residence think of the war years as divided into three phases:\nLa Drôle de guerre – 1 September 1939, to June 1940\nGeneral mobilisation\nThe Drôle de Guerre or \"Phoney War\"\nThe exodus or \"Exode\"\nGerman occupation – June 1940 to August 1944\nMilitary control, requisitions, restrictions\nLocal and national upheaval\nProblems of supply shortages\nLiberation – summer 1944\nAerial bombing and the Allied Landing on D-Day, 6 June 1944\nBattles for Liberation – August 13–15, 1944", "Neighbouring communes suffered from the rural exodus and lost the majority of their inhabitants (e.g. Joué du Plain: 925 in 1806, down to 201 in 1975), thus sharing in the collapse of the population of the Department of the Orne as a whole (443,673 in 1836, down to 292,337 in 1999). But over the last 250 years Ecouché has broadly maintained its numbers at between 1200 and 1500.\nToday the Commune has 1390 inhabitants (2005 census), of which 54.1% female and 45.9% male. Half of them own their own homes, 98.9% have running water, 82.2% own at least one vehicle; while 38.1% are in paid employment, 4.5% are seeking jobs and 31% live on retirement pensions.", "At the heart of Lower Normandy, two hundred kilometers due west of Paris, Écouché nestles in a depression on the edge of the Paris Basin. The underlying ground stratum is of brioverien schist, which surfaces nearby at La Courbe and Mesnil-Glaise. In Écouché it is covered by vesulian limestone, in turn surmounted by relatively fertile soil deposits from the three rivers that provide the commune with water: the Orne to the north, the Cance to the east and the Udon to the south.\nThe extent of the commune, in spite of the addition in 1821 of the old commune of Méheudin, remains a modest 5 square kilometres (1.9 sq mi). The built-up area extends beyond the Orne and the Udon Rivers into the communes of Sérans to the west, and Sevrai to the south.", "Communes of the Orne department\nChâteau de la Motte, Joué du Plain", "Téléchargement du fichier d'ensemble des populations légales en 2019, INSEE\nDes villages de Cassini aux communes d'aujourd'hui: Commune data sheet Écouché, EHESS. (in French)\nArrêté préfectoral 26 October 2015 (in French)\nPopulations légales 2012: 61 Orne, INSEE\nLepelley, René (1999). Noms de lieux de Normandie. Paris: Bonneton. p. 28. ISBN 2-86253-247-9.\nde Caix, Alfred (1989). Histoire du bourg d'Écouché. Paris, France: Res Univers. p. 8. ISBN 2-87760-116-1.\nDe Caix, Alfred (1989). Histoire du bourg d'Écouché. Paris: Res Universis. pp. 6–69. ISBN 2-87760-116-1.\nRousseau, Xavier (June 1949). \"Écouché\". Le Pays d'Argentan. Dictionnaire du Pays d'Argentan. 2 (72): 19–31.\nDe Caix, Alfred (1989) [First published 1862]. Histoire du bourg d'Écouché. Paris: Res Universis. ISBN 2-87760-116-1." ]

[ "Écouché", "The village", "History timeline", "Medieval fortifications", "The towers of Écouché", "Écouché before the Revolution", "Economic history", "Economic and social history", "World War II", "Population", "Geography", "See also", "References" ]

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[ "The church in Écouché" ]

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[ "Écouché-les-Vallées ([ekuʃe le vale]) is a commune in the department of Orne, northwestern France. The municipality was established on 1 January 2016 by merger of the former communes of Batilly, La Courbe, Écouché (the seat), Loucé, Saint-Ouen-sur-Maire and Serans. On 1 January 2018, the former commune of Fontenai-sur-Orne was merged into Écouché-les-Vallées.", "Communes of the Orne department", "\"Populations légales 2018\". The National Institute of Statistics and Economic Studies. 28 December 2020.\nArrêté préfectoral 26 October 2015 (in French)\nArrêté préfectoral 15 December 2017 (in French)" ]

[ "Écouché-les-Vallées", "See also", "References" ]

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[ "Marshall Petain meeting Hitler", "Sherman tank" ]

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[ "World War II for Écouché culminated with several days of street fighting by Free French forces under General Philippe Leclerc. This engagement was part of the encirclement of the remaining German army in the final engagement of the Battle of Normandy. This final carnage of the German army was later called the Falaise Pocket, the Argentan-Falaise Pocket or Couloir de la Mort (Corridor of Death) as the local French named it.\n\n \nDuring World War II Écouché’s buildings and homes suffered 15% heavy damage from aerial bombing and street fighting during the liberation. Most of the destruction followed the heavy bombing of the targeted railroad tracks, although the targets were never hit during two attempts. \n\t\nLocal residents think of the war years as divided into three phases:\nThe Phony war (la Drole de guerre) - 1 September 1939, to June 1940\nGeneral mobilisation\nThe \"Phony war\"\nThe exodus or \"Exode\"\nGerman occupation - June 1940 to August 1944\nMilitary control, requisitions, restrictions\nLocal and national upheaval\nProblems of supply shortages\nLiberation- summer 1944\nAerial bombing and the Allied Landing on D-day, 6 June 1944\nBattles for Liberation -13–15 August 1944", "According to the census of 1936 there were 1179 residents (Ecubéens) in Ecouché. By June 1940 this figure had been considerably reduced. There were so many young men missing. Five soldiers from Ecouché were killed in action, adding to the 100,000 French soldiers who perished in three weeks of fighting during the disastrous spring of 1940.\nAnother thirty were taken prisoner, but were expected to return after the armistice with Germany. Marshal Philippe Pétain, the \"hero who dedicated himself to France\", had inspired confidence that all would be well. Disillusionment came all too soon. The French soldiers were prisoners of war in German camps. The women who sent parcels to their husbands were considered fortunate. At least they knew their men were alive.\nThe citizens were resigned to a life of survival; the economy had collapsed, there were frequent requisitions, and shortages of virtually everything, especially in town.\nEcouché is surrounded by farmland, thus farm produce was distributed, either exchanged in complex negotiations, or given freely through networks of families and friends.", "Generally the various groups of soldiers were divided up amongst the hotels and the bigger houses. For example:The large house at no. 5 place Lefevre Lemercier, known at the time as the ‘place du Fourneau’, housed about 20 soldiers. An officer would conduct a drill every morning in the square out front.\nThe officers were quartered in private houses and met up at the Kommandantur, an office which changed premises several times eventually remaining at number 3 Grande Rue.\nÉcouché housed a cavalry unit; stables and horses had also been requisitioned from the locals. It consisted of about 100 men aged between 18 and 45 years. The German Army depended enormously on horse drawn transportation.\nOfficially there was no interaction between residents of Ecouché and the occupiers. Citizens kept their doors and shutters closed when soldiers marched by in goose-step. Nevertheless, at the hotel, relationships developed.\nApart from patrol duties, the soldiers spent a lot of time making music, even giving concerts from time to time.\n\"There was not a single shot fired, ever.\"", "From sunset to dawn a curfew was enforced. No lights were supposed to be visible. Windows which couldn’t be obscured with thick double curtains or full shutters, had to be blacked out.\nDuring the daytime, certain vehicles, such as doctors’ cars were allowed on the roads, but fuel was scarce. Some shop-keepers used vans running on gasogene to transport supplies, but the engines were weak. Even horses for wagons and carriages were difficult to find, as many had been requisitioned for use by the German Army.\nThere were steam trains in limited circulation. People walked or used bicycles with solid tyres, since it was impossible to find any inner tubes. Therefore, there was, very little traffic on the roads.\nEven walking posed problems, as shoes were rationed. However, anyone could get hold of shoes with wooden soles without using a ration ticket. These were uncomfortable, fragile and certainly not waterproof.\nA shortage of fabrics made prices soar. Clothes were patched up. Knitting was unpicked to reknit other garments. A red sweater became two or three pairs of long red socks. Reduced wardrobes meant people rarely changed clothes, but those aspiring to elegance painted false stockings on their legs with liquid chicory.\nWashing clothes was not easy. Washing powder was eventually replaced by ashes or by using infusions of plants such as soapwort, which lathers like soap. Ivy was used for black garments, worn by the numerous women in mourning.\nThe tubes taken from redundant bicycle pumps were used as moulds for the manufacture of candles made with lard, the wicks made from cotton, which itself was recycled from old hand-crocheted curtains.\nThere was electricity, but power cuts were often and after the June 44 bombings there was no electricity at all for nearly two years. Otherwise, rationing, implemented by a system of tickets, went on for several years after the war.\nThe only source of heat in the home was the wood stove in the kitchen. This was supposed to heat the whole house, but was seldom efficient enough to do more than cooking and hot water.\nWith an abundant countryside nearby, the problem of finding enough food was manageable, compared to some of the larger towns. As a result, the young women’s boarding school was filled with children from the towns, sent by parents who were desperate to find a way to feed them. Eggs, milk, butter, meat, vegetables, cereals were not really in short supply and everyone had a garden.\nApart from that, as everywhere, there were shortages of things like sugar, flour, oil, chocolate, coffee and bread, which was grey because it was made with bran.", "In the early Spring of 1944, resistance operations intensified rapidly. The sabotage of telephone lines, plus frequent parachute drops of weapons and supplies created a demand for suitable hiding places. The recovery of airmen rescued from crashes increased as well as the need to find secure escape routes for vulnerable Resistants.\nIn reprisal, the requisitioning of men for the surveillance of the railway lines was widespread (sabotage of an assigned line meant a firing squad), effected by threats of arrest and deportation. Direct denunciations were made, sometimes by French people influenced by Nazi propaganda, sometimes by anonymous letters, ending in the arrest of men and women who were to experience imprisonment, interrogation, torture and deportation.\nOn the other hand, summary executions, sometimes ill-informed, were carried out by the Resistance, contributing to the stress and confusion preceding the Allied Landing. The mayor of the adjacent commune of Joué du Plain and a Belgian interpreter used by the Germans were both assassinated by the Resistance.\nThe secretary of the town hall produced false ration cards to access ration tickets. She was denounced and deported to Germany, to a concentration camp, she came back, but was never fully recovered. Locals recall German military trucks, or lorries, setting out with their cargoes of requisitioned hostages. They rarely came back.\nLocals learned that M. Leguerney, a resistant, was machine-gunned in his car in the Joué du Plain. Shot on 27 April, he died on 5 May and was buried on the 9th at Francheville.\nParachute drops took place generally near Brûlevain wood towards Rânes, ground with the code name Levite Ouest 136, and also in the valley near the Château de la Motte at Joué du Plain.At Sentilly, aircraft landed and took off straight away after collecting or dropping off a passenger, who quickly vanished into the darkness. These operations never took place in Ecouché proper, but always in the nearby countryside.", "On 6 June, Ecouché was bombed by two consecutive formations of planes at high altitude: in less than a minute, more than a fifteen percent of the town was destroyed. A third formation flew on to bomb nearby Argentan.\nRescue teams, mobilized by municipality and civil defense organizations, recovered the bodies and took them to the church of Notre Dame where there were kept overnight.\nThis bombing destroyed several businesses: two hotels, one garage, and three grocery stores. The boys’ school was leveled and the railway station was badly damaged; the tree allies of the fairground had their treetops lopped and blown to bits. The target for the bombers, the railroad tracks, was undamaged.\nA second bombing in July 1944 destroyed a block of houses at the end of rue Notre Dame near the main road, consisting of some businesses and the post office ; there were no victims as the inhabitants had vacated their dwellings.\nAmidst all these sufferings, three stories could be mentioned:\nThe Trévin family of the main hotel in town, destroyed on 6 June. Buried under the rubble were : Madame Trévin and her daughter Jeanne. On the same day at Caen, their son was killed by the Germans, for suspected Résistance activity.\nThe Daulny family were cobblers and shoe merchants. The father, mother, one young son, an employee, the grandfather, the grandmother and an aunt were buried in the rubble of the house, and when the two sons came back from Germany, where they had been sent to work by the Germans, they found only ruins and wooden crosses in the cemetery.\nM. Claude Beauchef, prisoner of war, on his return found neither his wife, nor his baby, nor his business premises.\nIn total, 356 people from 118 families were killed in the two bombings.", "\"I remember, we were at the table eating chips in spite of it being 1:45 according to the German clock. This had become the official time, but, for us it was only a quarter to one, as we were still keeping the old time. A powerful roar of aircraft engines made us rush out into the courtyard, eyes straining into the clear sky of early summer. A wave of about a dozen planes came across from the west. Some objects were falling from the planes. « They’re dropping leaflets » said my grandmother. « No, they’re bombs » exclaimed my father. We rushed back to the house and into a small passage of two square metres, chosen a long time ago as a shelter because it had very thick walls. We didn’t have a cellar.\"\n\"When it stopped, the respite was only for a short time. A second wave came across. We held our breath, but it passed on towards Argentan. A third bombardment followed, just as intense, the terrible noise blotting out the sound of the women praying. We were waiting for a fourth wave, which never arrived. When we emerged from our shelter, our breath still shaking, a cloud of dust smothered the courtyard and all the neighbouring streets.\"….\n\"We were unscathed, the house hardly touched, but we were hemmed in by the rubble from the buildings on the main road. Just 50 metres away, some German ammunition lorries, concealed under the shade of the horse chestnuts in the fairground, had also been hit, and were blowing up one after the other. The trees were shredded, with reddened trunks encrusted with bits of metal. They had lost all their leaves and were framing the mangled chassis, carcasses of the German lorries.\"\nSee article Strategic bombing during World War II", "On 12 August 1944, the 2nd Free French Armored Division of General Leclerc left Alençon. Its objective was to cut off the Granville-Paris trunk road from the German units which were retreating towards the Seine after their setback at failed counter-attack at Mortain.\nIn the north, as the Canadians were holding Falaise; the German units under artillery and aircraft fire were forced to use the minor roads linking Putanges-Trun-Vimoutiers. This hindered their progress and made it possible to surround them, a situation which became known as the « Falaise pocket ».\nThe tactical group Warabiot was given the mission to reach Ecouché via St. Christophe Le Jajolet and Fleuré, with the order going to sub-group Putz to cover Ecouché on the west flank by going through Boucé. In the east, the Americans were given the task of capturing Argentan.", "At Sées, at 1300 hours, the order was given to « push on towards Ecouché ». Roger de Normandie, a resistance member and retired officer from Macé, volunteered to lead the Warabiot column. This was penetrate deep into the enemy lines by way of country lanes and the Cance river bed.\nAt St. Christophe Le Jajolet, the French Sherman tank, Keren, was disabled (3 fatalities) by a German tank, but the others were able to carry on. Reaching Fleuré by the evening, the column destroyed a German convoy retreating towards Ecouché.", "At sunrise, an advance force, jeeps and half-tracks, followed closely by the tanks of Captain Buis and the motorised convoys, reached the level crossing at Ecouché and made a surprise attack.\nThe 2nd French Armored Division (2nd DB) of General Leclerc entered Ecouché, blocking the German retreat on the main road, the current D924.\nIn the centre of Écouché surprised a German motorised column which was in the process of retreating towards the north (Mortgaroult). The Germans were trapped in a tremendous bottleneck in the narrow streets of the village. It was a carnage.\nA rearguard Panther tank delayed the French advance. The shell exchanges came to an end to the advantage of the French, who established a bridgehead on the farside bank, but the Germans remained in command of the heights north of the village for the whole week.\nUdon, a village slightly west of Ecouché and defended by the German SS, had to be taken house by house. The French set up their position at the Udon crossroads. Their aim was to resist the pressure of the German troops as they retreated west.\nIn the east, the Americans were delayed. They had not succeeded in taking Argentan and they needed to hold Meheudin and Fontenai, both small villages between Argentan and Ecouché.\nThe objective was achieved. The 116 Panzer Division(German tank division) was cut in two and suffered heavy losses compared with the 2nd DB, whose losses in men and equipment were minimized. Colonel Warabiot’s command post moved into the presbytery of the « good Abbé Verger ».", "Nevertheless, the position remained fragile. There was only the small Branet detachment which arrived towards mid-day to reinforce them, after some successful exploits in the Boucé area.\nThe bulk of the Putz troops, held in reserve in the Ecouves forest, was a long time delayed. The French numbered only 130 compared to the enemy, but they had a lot of equipment, which led the Germans into making an error of judgement. Furthermore, the connivance of civilians was relied upon to inflate statistics, should they be interrogated by the Germans.\nOn 14 August, help came from the sky as the American airforce attacked German positions. The attack hit some of the French units by mistake. Thus, on the western side of town, at \"Udon's\" crossing, the French tank Bir Hakeim was destroyed along with its crew and four nearby civilians.\nIn the south, it was only on 17 August that a clearing operation (1 fatality) at Joué du Plain was able to relieve the prolonged pressure caused by an isolated group the SS.In the west, on 18 August, the 5th American armoured division finally arrived from Rânes. In the east, Argentan was finally captured by the 80th American Infantry Division on 20 August.", "Under pressure from the Americans in the south and the British in the west, the German troops threw themselves against the Ecouché stranglehold. Ferocious confrontations pitted German armoured vehicles and infantry against the French position, which had to resist them in order to retain the Udon junction.\nFrom Goulet and Montgaroult in the north, the salvoes of shells from hidden Panther tanks rained down on the Shermans, piercing the armour of some of them - \none of them the Massaouah -, and heavily damaging many village houses.\nOn 16 August, the Germans launched a counter offensive against a group of infantry and tanks. A rain of French shells hindered their progress and an attack by the « Nueve » infantry soon moved into close combat, resulting in casualties on both sides, though the Germans were stopped.\nOn the afternoon of 17 August, an attack by foot soldiers of the German SS « Das Reich » on the banks of the Orne became a rout.\nAt the same time, some other Allied attacks were successful. The most notorious was the one carried out by baroudeurs Campos (Spaniad) and Reiter (German anti-nazi) who with some daring men and FFI, infiltrated German lines as far as the Menil Glaise castle. There, they wiped out the SS garrison, capturing 129 rather compliant German prisoners, 60 of them injured, and liberating 8 American prisoners.\nOn 20 August, the battle was over for the 2nd DB. They were able to attend to their wounded, replenish their numbers and wait for the order to liberate Paris.\n.", "Latawski, Paul (2004). Falaise Pocket. Gloucestershire: Sutton Publishing. pp. 47, 60. ISBN 0-7509-3014-4.\nBernage, Georges (2007). Le Couloir de la Mort. Bayeux: Heimdal. p. 161. ISBN 2-84048-217-7.\nDelozier, Gérard (2007). Ecouché dans la Tournmente de la Seconde Guerre Mondiale. Mediatéque Mitterande, Argentan: OTSI d'Ecouché. p. 10.\nDelozier 2007,p.34.\nDelozier 2007,p.10.\nVinen, Richard (2006). The Unfree French. London: Penguin. p. 220. ISBN 978-0-14-029684-6.\nVinen 2006,p.227.\nDelozier 2007,p.18.\nVinen 2006,p.112.\nVinen 2006,p.104,114.\nDelozier 2007,p.12.\nVinen 2006,p.113.\nVinen 2006,p.220-221.\nVinen 2006,p.232-234.\nDelozier 2007,p.23.\nDelozier 2007,p.22-23.\nMiniac 2008,p.149-194\nMiniac, Jean-Francois (2008). Les Grandes Affaires Criminelles de l'Orne. Paris: De Borée. pp. 153–154. ISBN 978-2-84494-814-4.\nVinen 2006,p.108.\nMiniac, Jean-Francois (2008). Les Grandes Affaires Criminelles de l'Orne. Paris: De Borée. p. 159. ISBN 978-2-84494-814-4.\nMiniac 2008, p. 160.\nDelozier 2007,33\nDelozier 2007,28\nMcManus, John (2004). The Americans at Normandy. New York: A Tom Doherty Associates Book. pp. 390–91. ISBN 0-7653-1199-2.\nLatawski 2004,p.47\nDelozier 2007,p.41\nLatawski 2004,p.52,71\nDelozier 2007,p.42\nMcManus 2004,p.418\nMcManus 2004,p.426", "3rd Armored Division's History\n French language website on the battle for Rânes, south of Écouché." ]

[ "Écouché in the Second World War", "The Phony war", "German military occupation", "Daily life", "Resistance and collaboration", "The bombing of Écouché-6 June 1944", "A shower of bombs", "Battle of Écouché", "Approach : 12 August 1944", "Capture : 13 August 1944", "Defense", "Final liberation", "References", "External links" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/0/0d/Gare_d_Ecouen_-_Ezanville_07.jpg" ]

[ "Écouen – Ézanville is a railway station in Ézanville (Val d'Oise department), France. It is on the Épinay-Villetaneuse–Le Tréport-Mers railway, which connects the Paris agglomeration with the coastal resort Le Tréport via Beauvais. The station is served by Transilien suburban trains from the Gare du Nord in Paris to Persan-Beaumont and to Luzarches. The daily number of passengers lied between 2,500 and 7,500 in 2002. The station has 300 parking spaces. The line from Épinay-Villetaneuse to Persan-Beaumont via Montsoult was opened by the Compagnie des chemins de fer du Nord (Nord Railway Company) in 1877.", "RATP 269\nValmy: 13", "STIF – The Public Transportation Atlas of Île-de-France Archived 6 July 2009 at the Wayback Machine (in French)\nMichel Rival, Le Refoulons, p. 248.", "Écouen - Ézanville station at Transilien, the official website of SNCF (in French)" ]

[ "Écouen - Ézanville station", "Bus routes", "References", "External links" ]

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[ "A general view of Écouflant" ]

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[ "https://upload.wikimedia.org/wikipedia/commons/b/b6/Ecouflant%2849%29.JPG" ]

[ "Écouflant ([ekuflɑ̃] (listen)) is a commune in the Maine-et-Loire department in western France. It is around 5 km north of Angers.", "Communes of the Maine-et-Loire department", "\"Répertoire national des élus: les maires\". data.gouv.fr, Plateforme ouverte des données publiques françaises (in French). 2 December 2020.\n\"Populations légales 2018\". INSEE. 28 December 2020." ]

[ "Écouflant", "See also", "References" ]

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